To link to the entire object, paste this link in email, IM or documentTo embed the entire object, paste this HTML in websiteTo link to this page, paste this link in email, IM or documentTo embed this page, paste this HTML in website

Ralei
N.
NORTH
CAROLINA
PUBLIC
SCHOOLS
2 1981
State Superintendent of Public Instruction: Craig
Phillips
Special Assistant for Public Information: Tom I. Davis
Editor: Kay W. Bullock
Graphic Artist: Patricia D. Bowers
Writer: Sue W. Cause
News Coordinator: Linda G. Irwin
Special Correspondents: Mable Hardison, Exceptional
Children; Barbara Oliver, Migrant Program; and Joan
K. Smith, Occupational Education
Technical Consultant: James E. Jackman
Official publication issued quarterly by the State Department
of Public Instruction. Second class postage paid at Raleigh,
N. C. 27611. Unless otherwise noted, no permission is re-quired
for reprinting, with the exception of articles from
other publications reprinted herein. Manuscripts are wel-comed.
Mailing address: Editor, North Carolina Public
Schools, Division of Public Information and Publications,
Room 352, State Department of Public Instruction, Education
Building, Raleigh, N. C. 27611. Telephone: 919-829-4258.
.
COVER
The earth and all that's in it—and how it works. The
word is that students across the State are enthusiastic
about science as never before. Part of the impetus may
be due to the nationwide ecological movement during
the past few years and the energy crisis, but part of it
must also be the interest drawn by we 1
1 -coordinated
K-12 science curriculums. The one in Alamance County
is an example. See story beginning on page 12.
NORTH
CAKOLIN
NHILM
Don't Let Us Forget
Hunt 'Em Down
So—What Happened to You'
The Next Best Thing To Knowing Something . . . I:
"le Teacher Shortage? 1 I
Newspaper within a Newspaper 1
What Students Think 2G
North Carolina Study St
Photo Credits
Page 6, Frank McDowell, student, Lakewood High
School, Roseboro; page 14, Alamance County Schools;
and page 24, Bruce Clark, SDPI photographer.
State Board of Education
Dallas Herring, Rose Hill, Chairman, District 2
John A. Pritchett, Windsor, Vice-Chairman, District 1
James B. Hunt, Jr., Lieutenant Governor, Ex-Officio
Edwin Gill, State Treasurer, Ex Officio
Larry M. Harding, Charlotte, District 6
R. Barton Hayes, Hudson, District 7
R. R. Manz, Roanoke Rapids, District 3
Earl H. Oxendine, Raeford, District 4
John W. Reynolds, Asheville, District 8
Evelyn S. Tyler, Greensboro, District 5
Prezell Robinson, Raleigh, Member-at-large
Mildred S. Strickland, Smithfield, Member-at-large
Richard C. Erwin, Winston-Salem, Member-at-large
A. Craig Phillips, Secretary to the Board
YOUR COPIES OF
N08TH CAROLINA PUBLICSCHOOLS
The number of copies each school receives is based on 75
percent of that school's teachers. It is hoped that the
magazine will be placed in teachers' lounges or other central
locations so that interested staff members may pick up
their copies.
TENTATIVE TEXTBOOK ADOPTION SCHEDULE
ELEMENTARY
Selections, Selections, Selections, Selections, Selections.
1973-74 1974-75 1975-76 1976-77 1977-78
Introduction, Introduction, Introduction, Introduction, Introduction,
1974-75 1975-76 1976-77 1977-78 1978-79
Social Studies Reading Arithmetic Language Social Studies
Grade 7 Grades 1-8 Tea.Ed., Gr.1 Grades 1-8 Grades 1-6
African-Asian (1970-75+2) Grades 2-8 (1972-77+2) History
Culture (1971-76+2) Geography
(1971-74+2) Science Home Economics (1973-78+2)
Science, 1-6 Industrial Arts Grades 7-8 Grades 8-9
(1970-75+2) Grades 7-8 Gen. Homemaking U.S. History
Grade 7 General Shop (1972-77+2) (1973-78+2)
Life Science (1971-76+2) Grade 7
(1970-75+2) Handwriting African-Asian
Grade 8 Grades 1-6 Culture
Earth Science (1972-77+2) (1974-78+2)
(1969-74+2)
N. C. History
Grades 8-9
U.S. History
Cultural Arts
Grades 1-8
(1970-75+2)
Grades 8-9
(1972-77+2)
(1973-78+2)
Health
Grades 4-8
(1973-78+2)
Spelling
Grades 2-8
(1973-78+2)
HIGH SCHOOL
Selections, Selections, Selections, Selections, Selections,
1973-74 1974-75 1975-76 1 976-77 1977-78
Introduction, Introduction, Introduction, Introduction, Introduction,
1974-75 1975-76 1976-77 1 977-78 1978-79
Music Survey English Mathematics Business Ed. Health
Grades 9-12 Grammar and Fundamental Math. Basic Business Grade 9
(1974-75+2) Composition Algebra I and II Business Math. (1973-78+2)
Visual Arts (1970-75+2) Geometry (Unit.) Typewriting:
Grades 9-12 Adv. Mathematics Occupational Latin
(1974-79+2) Science (1971-76+2) Non-Occupational Lev. 1,2,3
Physical Sc. Shorthand 11-12 (1973-78+2)
Biology Mod. Foreign Lang. Bookkeeping
Chemistry French, Recordkeeping Literature
Physics Lev. 1,2,3,4 Bus. Economics Anthologies
(1970-75+2) Spanish, Business Law (6 series, 44 titles)
Lev. 1,2,3,4 Bus. Communications Short Course
Home' Economics German Bus. Organization & (67 titles)
(1970-75+2) All levels Management Special Interest:
(1971-76+2) Business Machines
Office Practice &
Reading
(17 titles)
Occup. Ed. Office Occupations Journalism in the
Additional texts Introduction to Data Mass Media
in agriculture Processing
Keypunch
(4 titles)
Mythology
Computer Programming (1 title)
(1972-77+2) World Literature
(9 titles)
Industrial Arts Biblical Lit.
General Ind. Arts (1 title)
Drafting & Design Individualized
Manufacturing Studies in Lit.
Construction (91 titles)
Power Sports
(1972-77+2) (1 title)
Dramatics and
Occupational Ed. Speech
Trades & Industry (2 titles)
(42 titles) (1973-78+2)
Agriculture
(37 titles)
Distributive Ed.
(31 titles)
Health Occupations
(3 titles)
(1972-77+2)
Social Studies
U.S. in Today's
World
(61 titles)
World Cultures
(108 titles)
(1972-77+2)
"Term of contract
plus option ol 2
Consumer Math.
Grades 9-12
years extension. (1971-77+2)
(Note: The numbe of titles after some subject areas refer to what is presently offered. This may not be the format in future
adoptions.'
don't let us
forget
North Carolina folklore and tradi-tions
are going to be preserved,
thanks to a lot of North Carolina ele-mentary
and high school students. In
activities similar to the Foxfire ex-periment
which began in Rabun Gap,
Georgia in 1966, North Carolina stu-dents
are visiting old timers in their
communities and writing down the
ghost stories, recipes, home reme-dies,
superstitions, and legends that
they share with the young people.
The students then polish the articles
and prepare them and drawings and
photographs for publication.
Homespun is such a magazine
published four times a year by stu-dents
from all 16 elementary schools
in the Davidson county system. The
magazine got its start in 1972 under
the direction of teachers Richard
Lane and Betty Sowers. In the fall of
1973 contributors were expanded and
3,000 copies were printed. According
to Betty Sowers, the age level of the
contributors made Homespun the
first of its kind in the nation by
Library of Congress standards. The
articles, she said, are printed just as
the children write them. "Unlike
reading many books written by
adults for children, these young stu-dents
understand each other and
what they are reading, " she added.
Pitch 'n Tar, is an example of the
high school effort at preserving
folkflore and traditions. Published by
students at Lakewood High School in
Sampson County, Pitch 'n Tar is in its
second year. Students are enthusi-astic
about the project, according to
Matilda West, sponsor for the publi-cation.
Excerpts from Homespun,
Vol. II, No. 2, December 1974
MEMORIES OF THE
FAMILY COW
"It was always my job to care
for the cows. We never had a
pasture, so we had to stake the
cows. We had a cow named Ned.
One day she got her horn caught
on something and broke it. We
had our grandpa to come down
and doctor on her. He put salt and
soot on it and tied a rag around
it. The cow looked so scary until
we began calling her 'scare head'
from then on.
We had a cow named Rose and
one named Bess. Old Rose was
always hard-headed and would
run out the door if you didn't
watch. I remember her getting
out one morning and going over
to my uncle's house about a mile
away. I had to run after her.
When I got her back in the stable,
I gave her a good whipping with
a brush. Then she wouldn't give
down her milk.
I remember when I was small we
had a cow named Dolly. I would
go to the barn with my mother to
milk. She would squirt milk in my
mouth. Also the cat would go
along to the barn and mother
would squirt milk in the cat's
mouth." (MILDRED MILLER, as
told to her granddaughter, Robin
Faulkner, Southmont School,
Grade 5.)
HOW TO MAKE BUTTER
There was a time years ago
when almost every farm family
kept at least one milk cow. The
cow had to be milked twice a day,
in the morning and in the eve-ning,
and the milk strained into
clean pottery crocks. A cedar post
with limbs cut back to about one
foot and planted in the back yard
was a familiar sight on most
farms. The crocks were carefully
washed and scalded and hung on
the cedar posts to sun and air.
Milk was left in the crocks over-night
for the cream to rise to the
top, then it was skimmed off and
allowed to sour. When you added
enough sourcream, it was poured
into a churn with a hole in the top
of the lid for the handle of the
wooden dasher to go through.
You worked the dasher up and
down by hand until the butter
formed on top of the milk. Then
you dipped the butter out into a
bowl and washed it in cold water
and lightly salted it. Then it was
pressed into a wooden mold that
held either a half pound or one
pound. That made it into cakes
with whatever design on top that
was in the mold.
(Garnett Cook, Denton School)
HOW TO MAKE
COTTAGE CHEESE
First you get whole fresh milk
right from the cow, not homog-enized
or pasteurized. Let the
milk clabber, then heat until
warm. Next pour into a cheese
cloth bag. Hang the bag on the
clothesline and let all the water
drip out of the bag. Then takeand
mix with a small amount of cream
and a pinch of salt. Put in the re-frigerator
and it's ready to eat.
(Craig Parks,
David-Townsend School)
SPECIAL CURE FOR
WINTERTIME ILLS
SORE THROAT: Gargle with
hot salt water. (Mike Boyd,
Reeds School)
For a sore throat, mop it out
with kerosene. (Vickie Parrish,
Denton School)
Take a chicken feather and
strip all the feathers off except
for about an inch at the tip end.
Dip the end of the feather in
turpentine and coat the inside
of the throat. (Corky Sink,
Reeds School)
PNEUMONIA: Put hot onions in a
plaster and place on the chest.
(Mike Boyd, Reeds School)
Put mustard and onions in a red
wool cloth and put on the chest.
(Martie Hartley, Reeds School)
COLDS: Roastonionsinthe ashes
in the fireplace. (Ham Helm-stetler,
Reeds School)
Roast onions and put brown
sugar on them and eat. (Tammy
Sweatt, Arcadia School)
Stew out possum grease; give a
tablespoonful to someone with
a cold. (Janet McDowell,
CDJHS)
FEVER REDUCERS: Take an
onion, chop it up or beat it up
real fine, put it in a nice thick
piece of cloth for a bandage.
Soak it in salt and vinegar, then
place the bandage on the
person's foot. This draws the
fever from the head to the feet.
(Jeanie Myers, Wallburg
School)
People used to rub a collard
leaf in their hand until it was
soft and put it on a person's
forehead to calm their fever.
(Bill Gobey, Denton School)
COUGHS: Pass the victim under
a horse's belly three times.
(Mike Boyd, Reeds School)
Mix brown sugar and just a few
drops of kerosene. (Lexa
Owens, Reeds School)
Gather three handfuls of heart
leaves out of the woods. Put in
a pot, boil with a little bit of
water for a little while. When
this is done take the leaves out.
Then put the same amount of
sugar as you did water. This
process will make a syrup for a
cough. (Colleen Hughes,
Denton School)
Granny Brumit's Cough Syrup:
Scrub scaly bark hickory and
break into 3-inch pieces. Boil
and strain. Add one cup brown
sugar, 10-12 sticks horehound
candy, a pinch of ginger, and
cook until it makes a syrup.
(Becky Roberts, Denton
School)
EARACHE: Find a beddy bug in a
rotten log. Pull off its head
and get a drop of blood. Drop
it in the ear. (Joyce Sanders,
Denton School)
OLD TIME FOLK BELIEFS ABOUT COWS
When cows gather together in the pasture, it is a sign of rain.
If a cow lies down before eight o'clock, look for rain before ten.
It is a sign of rain if the cow refuses to go to pasture.
Look for rain if a cow tries to scratch her ear or thump her ribs with her tail.
If the cows come up in the middle of the day, you can expect a severe storm.
If you drink cow's milk, you can see the wind.
If cows low at night, witches are in the barn.
It is bad luck to milk a cow on her left side.
Kill a frog and your cow will either go dry or give bloody milk.
The first time a cow is milked, pour the milk on her back and she will always give a lot of milk.
If you see a cow rolling in the dust, you will hear of a death soon.
If a cow bawls after dark, someone will die.
Thunder will turn milk sour.
If milk or cream sours sooner than usual, look for rain.
If you have a hard time getting the butter to come, get an ugly person to look in the cream crock.
If the cows wander off and you can't find them, ask a grandaddy spider which way they went, touch his back,
and he will point in the direction.
If a cow has a small tail, she is a good milking cow. (Belinda Lackey, Welcome School)
A Cow Joke:
Question: "What would you do if a cow came running after you? Do you give up?"
Answer: "Mooove! (Shelly Burkhart, Davis-Townsend School)
A Cow Riddle:
"What has four stiff-standards, four hang downers, two lookers, two hookers, and one switch about?''
"A cow." (Teresa Sides, Welcome School)
Excerpts from Pitch 'n Tar,
Vol. I, No. 2, Winter 1975
SOAPMAKING
Tony Denning and Richard Spell,
Lakewood High School
In our tradition of bringing our
readers "clean" articles, our
staff members took to the
"country" one afternoon for a
soapmaking demonstration.
There to greet us was Mr. Richard
Bryant, an enthusiastic gentle-man
who had made what he
deemed to be the necessary prep-aration
for the afternoon's or-deal.
To those who are not fa-miliar
with the process of soap-making,
the "necessities" may
seem a little strange, but it is im-portant
to note that the "old
timers" who make soap believe
its the best thing for cleaning
clothes one can ever find. "The
best time for you to make soap,"
related Mr. Bryant, "is right on
the full of the moon. Then it won't
shrink." We have found that most
soapmakers rely on the moon in
determining the time most suit-able
for the process. Surprisingly,
many Sampsonians continue to
make their own soap in the "ol'
black iron pot." Here's how they
do it:
Preparation:
1. Large black iron wash pot
2. Wood (usually oak since it
smokes less)
3. Water (one bucket full)
4. Stirring stick (some soap-makers
use pine to give soap
a fresher smell)
5. Lye (one box)
6. Few drops of spirits of tur-pentine
7. Six pounds of grease per box
of lye (usually the grease
from pig fat)
8. Rosin (this is the dried tur-pentine
from pine tree)
Process:
1
.
Put one peck bucket of water
in pot. Build fire under and
around pot and bring waterto
a boil.
2. When water is boiling, put 6
pounds of grease (pig fat) in,
along with one box of lye.
(Don't make fire too hot or
ingredients will boil over
pot).
3. Add two or three handfuls of
crushed rosinandafewdrops
of turpentine.
4. Stir all ingredients well.
5. Bring ingredients to a boil.
Stir often.
6. After ingredients have boiled
about 15 minutes begin to
test for consistency. (Testing
is done by dipping the stir-ring
stick into mixture and
letting mixture drip from
stick into pan.) After mixture
10.
has cooled in the pan, use
finger to mash mixture and
see if soap is hardening.
When soap has cookedi
enough, as will be indicatedl
by mixture in the pan, then
slowly let fire burn out.
Leave soap in pot overnight
to harden. (Some people dip
the hot liquid soap into molds
for hardening process.)
When soap is hardened, cut
into size pieces desired.
Soap is now ready for wash
day.
Hunt 'Em Down
There's no shortage of the pesky little things. Some-one
is just hiding them. At least that's what the Depart-ment
of the Treasury says about 30 billion pennies
that are not in circulation. And it's taking 35 million
new pennies every day just to keep up with demand.
Mary Brooks, Director of the Mint, says that the
government can continue minting more and more
coins to replace those forgotton ones in dresser
drawers, shoe boxes, cookie jars, and wishing wells,
but she points out that it takes extra energy and
precious natural resources. All of which costs every-one.
Here are some suggestions for putting young
Detectives from the Missing Pennies Bureau on the
trail:
— have a Penny Fair, with participation in all games
and booths paid for with pennies only. — make a mile of contributed pennies for some
project or piece of equipment the school needs. — suggest that children start savings accounts with
pennies.
Remember the goal is to get pennies that are not in
circulation. The Treasury is after those 30 billion lying
around not working.
SO — WHAT HAPPENED TO YOU?
Ne were watching a movie in class,
The Doll's House," by Henrik Ibsen;
It was one I hadn't seen.)
Ml of a sudden there was Frannie Sternhagen,
^ight up there on the screen!
shouted, "Look! There!
t's Frannie Sternhagen!"
WHAT?" they cried, "Where?
WHO?"
<Vho is Frannie Stem . . . WHO?"
She's Nora, the lead. Up therel
}n the screen. She's a girl I knew
tell you when the movie's through."
/Veil, after Nora slammed that famous door,
\nd it said, "The End,"
\nd the lights were on once more,
said, proudly,
'Frannie Sternhagen was my friend.
Ne went to the second, third, and fourth grades
\t the same school —
vie and Frannie Sternhagen.
used to go to her house,
or her birthday party, as a rule,
<\nd eat creamed chicken and peas and rice,
^nd ice cream and cake. What's more —
"
(I hated to be a Name Dropper, BUT) —
Sometimes, Frannie Sternhagen —
(More than just one or twice) —
Invited me and Ally Bean, who lived next door,
Over for lunch. And wow,
Look at Frannie Sternhagen NOW!
'Making educational films;
And that's just the beginning.
She's been in a bunch of New York plays,"
(I read that in the Alumni Review),
"And — by the way —
She won a Tony Award, too.
Besides that, she's been on T.V.
'Looks like there's absolutely no stopping
My friend, the celebrity,
Frannie Sternhagen."
There was this long pause.
Finally, somebody said to me,
"So what happened to YOU?"
(And that's what / get for name-dropping!)
What happened to me?
Well, for what I do, I don't get applause.
I won't get my name up in lights. That's true.
And my students don't think much of what happened to me -
(Being a school teacher is sort of low-key.)
But . . . honestly . . .
/ think what happened to me is pretty all right, too.
I really do.
Ellen Turlington Johnson, Teacher
North Mecklenburg High School
Reprinted by permission
from So What Happened to You?
Durham, Moore Publishing Company, 1974.
Brenda Dail, Information
Specialist, Research and
Information Center
Did you know that the Depart-ment
of Public Instruction has a
free information center especially
for educators in North Carolina?
That teachers, principals, coun-selors,
superintendents, super-visors,
and others in the local
school systems have a place to go
for information? If you knew
this, you've probably used the Re-search
& Information Center, and
if you didn't, this may be a place
you'd like to learn about. This
information center is located on
the fifth floor of the Education
Building in Raleigh, and YOU are
the reason it exists.
The Research & Information
Center is a service facet of the
Department of Public Instruc-tion
and disseminates informa-tion
to North Carolina educators
upon request. For example, if
you're considering new grading
techniques, dreaming about
mini-courses, or wishing you
knew how to "open" your class-room
or school, the Research &
Information Center can help.
With its store of educational jour-nals,
pamphlets, books, the ERIC
collection, and the Curriculum
Materials Clearinghouse, you can
always be aware of the latest in
education.
What you ask for is what you
get. Your need may be as practi-cal
as how to maintain discipline
in the classroom, or it may be re-search-
oriented—the RIC is a to-tal
information center. The ERIC
collection is our most comprehen-sive
store of information since it
is a data bank of information ex-clusively
for educators. What the
ERIC system doesn't have in cur-riculum
guides and teaching
plans is made up for by our latest
information addition—the Curri-culum
Materials Clearinghouse
(CMC). Educators across the
country have contributed their
most successful teaching guide-lines
in various subject areas and
grade levels to be shared with
you. Both ERIC and CMC are on
microfiche, small film cards which
must be read with a reader. Since
microfiche are not as expensive
as paper, we can provide you with
up to 20 per month. This is in
addition to annotated bibliog-raphies,
journal articles, often
names of contact persons for you
—what you get is what you ask
for: a package of information
"customized" to your special
needs.
You may call, visit, or complete
an Information Request Sheet.
When requesting information,
TfoJ/wt
* BeStTkcm
£ometkuja
always be as specific as possible,
so that the material located for
you will be relevant. The only
requests we cannot service are
those from students; we do not
have suitable materials to send to
those in elementary and second-ary
school, or those who are un-dergraduate
or graduate stu-dents.
Our services are extended
only to professional educators.
The next time you need infor-mation,
remember us . . . the next
best thing to knowing something,
is knowing about the RIC! For
more information, call or write
the Research and Information
Center, Department of Public
Instruction, Rm. 581, Education
Building, Raleigh, North Caro-lina
27611, (919) 829-7904.
ERIC: USEFUL INFORMATION
FOR EDUCATORS
What you have been hearing
about ERIC in North Carolina is
true: you can obtain a free copy
of any of nearly 100,000 educa-tional
documents by just making
a phone call or writing a letter.
Whatever the area of education
you are concerned with—what-ever
age group you work with
—
ERIC has information for you.
Fast and at no expense! Reports
of innovative programs, confer-
16 Im/MiAM cufaAz 1$ loadIt!
ence proceedings, curriculum-re-lated
materials, and reports of
significant educational research
are all available in the ERIC sys-tem.
ERIC means "Educational Re-sources
Information Center."
This is a comprehensive infor-mation
system with eighteen
clearinghouses throughout the
Nation, each specializing in a dif-ferent
area. Each month these
clearinghouses contribute 1000
new documents to central ERIC.
All the ERIC documents are
printed on microfiche, a small
card holding up to 98 pages of
micro images. Once you have
your hands on an ERIC micro-fiche
you have the secret to its
compact storage, easy retrieval,
and cheap delivery. Such micro-fiche
are so inexpensive they can
be supplied to North Carolina
educators within a reasonable
number at no cost. Once you ob-tain
a film copy of the microfiche,
it is yours to keep or discard. A
shoe box is the ideal container
for microfiche if you want to
build up your own professional
collection.
How do you read the micro-fiche?
Most public school sys-tems,
college and university li-braries,
and community colleges
own a microfiche reader (a ma-chine
which magnifies the micro
images on the card to readable
size). These readers can be pur-chased
at any company which
sells educational equipment. The
prices start at $90 for a small
portable desk model. Larger and
more expensive microfiche read-ers
are also available which also
read microfilm and make paper
copies of the pages.
Once you have become fami-liar
with how easy microfiche is
to use, the next step is finding the
information you need. That's
where the indexes come in. ERIC
has indexes going back to its be-ginning
in November of 1966.
Research in Education is the
name of the major ERIC index.
(You will soon be calling this in-dex
"R. I. E." like the rest of us.)
These indexes are available for
subscription for $38.00 a year
from the U. S. Government Print-ing
Office. They come out month-ly
and annually. Each monthly
index has four parts—a subject
index, document resume index,
author index, and institution in-dex.
The key to getting to the
documents you want is the "ED
number." One thing may stump
you in using ERIC indexes: how
do you know which words to use
as you look up a specific topic?
There is a special publication
which gives the official subject
headings used by the system. It
is the ERIC thesaurus, titled the
Thesaurus of ERIC Descriptors.
Other specialized ERIC indexes
are Current Index to Journals in
Education, C. I. J. E., (a monthly
index to 630 educational jour-nals,
and Abstracts of Research
Materials in Vocational and Tech-nical
Education (ARM) and Ab-stracts
of Instructional Materials
in Vocational and Technical Ed-ucation,
(AIM).
If you don't have the indexes,
don't let that stop you. The Re-search
and Information Center
will look it up for you. And some-times
your search for information
in ERIC involves so many docu-ments
or is so complex that you
may want to take advantage of
the computer. ERIC computer
searches can be done for you
through the Research & Informa-tion
Center or through almost
any university library. There is a
fee for this service of around
$15-$20. However, you do not
have to use the computer to use
ERIC.
To find out more about ERIC or
to obtain an ERIC document on
microfiche simply write, call, or
visit the Research & Information
Center. An information specialist
there will be happy to help you.
Revisions in Certificate Renewal Regulations
10
The State Board of Education, at its April meeting,
revised certificate renewal regulations. The revisions,
which will become effective July 1, 1975, do not
reflect any basic policy changes. According to Dr.
James Valsame, director of the Division of Staff Devel-opment,
the revisions were proposed to eliminate some
misunderstandings concerning the role of the local
school system in renewal and to more effectively link
the responsibilities of the State Board and local boards
of education for staff development.
Among the new features of the regulations are a
smaller unit of credit to provide more adequate credit
for concentrated renewal activities; credit for educa-tion
experience; granting one, two, or three units of
credit for experience and travel; and a provision for
private schools to assume responsibility for certificate
renewal.
The new regulations require more units for certifi-cate
renewal (nine as opposed to six under the old
system), but the new smaller units will be granted
for a number of activities not previously covered.
CERTIFICATE RENEWAL RULES
AND REGULATIONS
Certificate renewal is required to assure that pro-fessional
personnel periodically update their profes-sional
knowledge and technical competency. Certifi-cates
are valid for a period of five years from the effec-tive
date of initial issuance and require renewal within
each five-year period. Renewal credit shall be directly
applicable to the certificate fields(s) and/or profes-sional
responsibilities.
Effective July 1, 1975, the first and subsequent re-newal
or reinstatement of a certificate shall be based
on nine units of renewal credit. A unit of credit is
defined to equal one quarter hour or two-thirds of one
semester hour of senior college or university credit, or
one CEU (Continuing Education Unit) or one school
year of teaching experience.
EMPLOYED PERSONNEL
The following types of staff development activities
may carry renewal credit for all certificated personnel
employed in the elementary and secondary schools of
North Carolina.
1. Senior college or university credit activities.
2. Teaching experience (maximum of three units
every five years).
3. Planned travel (maximum of three units every
five years).
4. Courses or workshops planned by institutions
of higher education as continuing education
offerings for teachers on the basis of CEU's
as defined by the Southern Association of
Colleges and Schools or comparable asso-ciations.
5. Local in-service courses or workshops.
6. Individualized staff development activities.
The minimum standards and criteria for planned
travel, locally organized courses or workshops that do
not carry senior college or university credit or CEU
credit, and individualized staff development shall be as
follows:
Travel
1. Advance planning of travel experience.
2. Planning based on educational objectives
designed to improve competence to perform
assigned professional duties.
3. A minimum distance of 1,000 miles round trip
over a minimum period of seven consecutive
days in North America or five consecutive days
overseas per unit of credit.
4. A maximum of three units of renewal credit
during a five-year renewal period.
5. An academic year of teaching in a foreign
country on an exchange or appointment basis
may be recognized and carry three units off
renewal credit.
6. Verification of completion of an approved trip
through a written report.
Local Course or Workshop
1. Ten contact hours of participation per unit of l
renewal credit.
2. Content and activities of an instructional
nature, selected and organized in a sequential
manner to meet specified training objectives of
a specific target population.
3. Qualified instructional personnel.
4. Enrollment limited as appropriate to assure
accountability of credit granted.
5. Credit granted on basis of completion of pro-gram,
achievement in terms of specified indi-vidual
performance, and 80 percent or more
attendance in organized class or workshop
activity.
6. A maximum of six contact hours per day to
count for credit purposes.
7. Each separate course or workshop to carry a
minimum of one unit of renewal credit.
8. Each course or workshop carried out under the
direct supervision and control of the sponsoring
school system.
ment of Public Instruction relative to participation
in and effectiveness of locally approved activities.
Governing boards shall file renewal credits with the
Division of Certification, State Department of Public
Instruction. Local boards of education shall record
renewal credits on certificates and file certificates
with the Division of Certification when certificates are
renewed or holders become inactive.
This responsibility is placed on local boards of edu-cation
and governing boards with the expectation that
certificate renewal activities will be linked directly
to the highest priority on-the-job needs in terms of
improved instruction and/or job performance.
UNEMPLOYED AND CERTAIN OTHER
CERTIFICATED PERSONNEL
Individualized Staff Development
1. Advance planning of experience and prior
approval of employing superintendent or his
designee.
2. Identification of competencies to be acquired
and means of determining at end of experience
that competencies were achieved at some satis-factory
level.
3. A maximum of six units of renewal credit
during a five-year renewal period.
4. The amount of credit for a given experience
defined locally in terms of specified factors that
indicate the degree of complexity of acquiring
competencies to be achieved.
5. Involvement of teachers and other certificated
personnel in developing local procedures and
specifications for implementing these require-ments,
including how amount of credit for a
given experience may be determined.
6. An updated written plan of such local pro-cedures
and specifications available in the
superintendent's office and a copy dissemi-nated
periodically to each certificated employ-
Persons holding a North Carolina certificate but
not currently employed in elementary or secondary
schools in North Carolina may keep their certificates
renewed through appropriate credit earned in senior
college or university credit activities, planned travel
that meets State standards and criteria, and CEU's.
Such persons may earn credits in local courses or
workshops without college credit or CEU's if ad-mitted
on a space available basis by the sponsoring
school system.
Such unemployed persons and certificated per-sonnel
employed by the State Department of Public
Education shall secure approval of in-service travel
through the Division of Certification and shall file all
renewal credits with the Division.
Appropriateness of credit for renewal shall be deter-mined
by the Division of Certification for all certifi-cated
persons not employed in elementary and
secondary schools in North Carolina that are au-thorized
by these rules and regulations to determine
appropriateness.
COORDINATION WITH STAFF DEVELOPMENT
The local board of education for public school
administrative units shall assume responsibility for
assuring that all in-service travel, local in-service
courses or workshops, and individualized staff devel-opment
activities that do not carry senior college or
university credit or CEU's meet the minimum State
standards and criteria given above. Governing
boards for non-public schools and public schools not
under a local board of education shall be authorized
by the Division of Staff Development to assume such
responsibility upon filing written assurances that State
standards and criteria will be maintained and indi-cating
how local administration will be carried out.
Certificated personnel employed by any governing
boards that do not file such written assurance shall
earn and file renewal credits as described in these
rules and regulations for unemployed and certain
other certificated personnel.
Local boards of education and governing boards
authorized to administer renewal requirements locally
shall have an official procedure for determining
appropriateness of credit for renewal purposes and
shall file any reports requested by the State Depart-
Certificate renewal shall be coordinated with staff
development by the Division of Staff Development,
State Department of Public Instruction. The Division
shall be provided information in advance on any
courses or workshops offered by the State Department
of Public Education to carry renewal credit for certif-cated
personnel employed locally or by the State
Agency itself. The Division shall determine that State
renewal requirements are met and advise appropriate
school officials. The Division shall also coordinate the
review and approval in terms of State standards and
criteria of renewal credit for individualized staff devel-opment
activities for certificated personnel employed
by the State Department of Public Education.
STATE APPROVED STAFF DEVELOPMENT PLANS
Local boards of education with a State approved
Plan II under former regulations may continue to
operate under such plan provided appropriate modifi-cations
are made to include comparable activities and
types of credits authorized by these rules and regula-tions.
11
//
A-t
*-•
l
i
12
During the 1830's, Charles
Goodyear experimented with dif-ferent
chemicals in an attempt to
"tan" or "cure" rubber. At that
time, rubber had not been very
useful because it was brittle
when cold and gummy when hot.
In 1839, after seven years of fail-ure,
Goodyear observed an acci-dent.
A mixture of sulfur and In-dian
rubber were brought into
contact on a hot stove, and the
vulcanization of rubber occurred.
Through the discovery of the vul-canization
process, rubber was
given such useful properties as
elasticity, strength, and stability.
Under the leadership of Gerry
Madrazo, a biology teacher at
Graham High School and science
demonstration coordinator for
the school system, science teach-ers
are becoming better equipped
to motivate student interest in
science.
"I find it easy to teach science
concepts when I first discuss the
history of how these concepts
were arrived at, who the human
^\
beings involved were, what they
were like, and how they made
mistakes in their predictions or
investigations. It arouses student
interest and curiosity and makes
students feel scientists are hu-man.
They also begin to realize
the importance of correcting
mistakes," explained Madrazo.
He continued, "It makes them
feel good to know that people of
great importance do make mis-takes,
that it is all right for stu-dents
to make mistakes, too."
Madrazo teaches three advance
biology classes each day and
spends the rest of his work day
"on call" as a science consultant
for all science teachers in the
school system.
One of the ways Madrazo
brings science "home" to his stu-dents
is seen through his interest
in ecology. In March, Ecology
Week was observed at Graham
High School. An exposition of
student projects capped the week,
and one of the most popular
exhibits was "Herbie," a mechan-ical/
electrical device designed to J
do work considered too danger
ous for humans. Another students
project zeroed in on the kinds off
pollutants found in rivers located!!
in the county. Last year, Madrazo
coordinated an Earth Week, and II
on "Pure Water Day," all water
fountains at the high school were
turned off. "The only way to
value water is to miss it," he ob-served.
Taking the personal/histor-ical
approach is Madrazo's per-sonal
way of bringing relevance
to science education and this
year he received the National
Association of Biology Teachers
Outstanding Biology Teacher
Award for North Carolina.
During the 1975-76 school year,
Alamance County will join
some 30 school units across the
State in offering many science
courses on the semester or unit
basis at the high school level.
Last fall, a mini-survey of high
school students was conducted to
determine what science areas
hey wanted to study. The results
}f the survey were reviewed by
Iscience department heads at the
bounty's four high schools, and a
list of 21 courses for the science
curriculum was compiled. Of the
p courses, ten are now offerings.
Several students requested
nore indepth course work in
fearth science, which is taught in
feth grade, so a semester course in
peology and atmospheric science
fvill be offered, Madrazo said. A
bourse in entomology, the study
pf insects, will be taught, and
according to Madrazo, should be
pf particular interest to Alamance
ipounty students because of the
^agricultural nature of the county.
A special science interests
course will be available for stu-dents
whose motivation goes be-i|
ond the regular course offerings.
,|/ladrazo sees this as an indepen-dent
study course in which a
)roject or research paper will be
equired at the end of the course.
The study of ecology is broken
nto two courses, first, environ-mental
science, which is an intro-duction
to ecology and looks at
basic principles relating students
to their environment. The course
titled ecology is a follow-up to
environmental science and is
based on current biological prob-lems
relating to our survival as a
species, Madrazo explained.
"Traditional" science courses
such as biology, physical science,
physics, and chemistry are also
offered. Within the physical sci-ence
and biology areas, noted
Madrazo, three different courses
are offered in each area using dif-ferent
teaching approaches.
According to Madrazo, IIS
(Ideas and Investigative Science)
physical science and biology
courses are geared for students
with low reading abilities and who
have difficulty in understanding
science. Regularphysical science
and biology courses cover tradi-tional
introduction concepts and
principles related to the subject
areas, and Madrazo terms these
courses "science taught in the
same manner it was taught to
student's parents." The third
levels of the two sciences meet
the needs of students planning
to enter college or those who
want more laboratory experi-ences.
Other courses counted among
the 21 offerings include astron-omy,
human anatomy and physi-ology,
oceanography and marine
biology, biochemistry, and philos-ophy
and history of science. All
courses are not taught at each
high school, Madrazo pointed
out; the courses taught depend
on the number of students who
express an interest in taking a
particular course.
Madrazo feels the semester
approach provides greater flexi-bility
and aims at offering interest
courses rather than courses
selected because they are tradi-tionally
taught in high school.
The Department of Public In-struction's
Division of Science is
a strong advocate of the mini-course
and semester approach to
teaching science. Science consul-tant
Jake Brown emphasized
that mini-courses and semester
courses broaden a student's ex-posure
to science fields. At the
same time, motivation of teachers
is improved because teachers
can be given some preference of
topics, Brown said.
Other strengths of mini-courses
include more efficient use of
supplies and materials because
all rooms need not have identical
supplies and textbooks, Brown
said. Balancing class size might
be made easier because groups
may be as large orsmall as neces-sary
sincestudentsarescheduled
into units or semesters, he said.
One of the disadvantages of
such scheduling, noted Brown,
is that long-term relationships
between students and teachers
cannot be guaranteed when
course time is shorter. Another
difficulty might develop when
trying to build relationships be-tween
mini-courses, Brown said.
To add continuity to the science
curriculum, an orientation pro-gram
is conducted for each of the
"feeder" middle schools in Ala-mance
County before students
enter high school. Madrazo says
the orientation program helps
avoid the problem of students
reading a course description and
13
assuming different expectations
from what the course actually
covers.
Further continuity will be
achieved through the county-wide
goals and objectives writing
task. "We don't know what stu-dents
and teachers are ac-complishing
in the first levels of
science. If we plan goals and ob-jectives
for each level, we'll know
where the students are and where
to start when they reach high
school," explained Madrazo.
Along with setting goals and ob-jectives,
the school system has
adopted a unified science educa-tion
approach which emphasizes
an interdisciplinary approach to
teaching science based on a
yearly theme. This year's theme,
says Madrazo, is environmental
science.
As science demonstration co-ordinator,
Madrazo focuses much
of his attention at the K through
6 levels where he says improve-ments
are needed. "Many
teachers who are certified to
teach at the elementary level are
strongest in language arts, and
some say they are afraid to get
into science," he noted. To help
elementary science teachers,
science demonstration kits, both
teacher made and commercial, as
well as resource books, are avail-able
through the county's science
resource center located in the
central office.
Why is all this attention to im-proving
the science curriculum
necessary? Both Madrazo and
the Division of Science agree,
progress depends on scientific
knowledge and research. Most
activities humans engage in,
they say, can be related in some
way to science. "All students,
regardless of whether they go on
to post-secondary education or
go out into the working world
need to be able to apply science
concepts to their everyday lives,"
Madrazo concluded. (SC)
14
Whatever Happened
to the
Teacher Shortage?
If school systems were required
:o list vacant teaching positions
jnder the want ad columns of a
newspaper, in most areas of
Morth Carolina and the nation,
:he ad would be quite small. The
jo-called teacher shortage of the
1960's is rapidly being replaced
oy an oversupply of teachers in
:he 1970's.
While not all fields of elemen-
:ary and secondary teaching are
Dversaturated with prospective
:eachers, State and national
Tends indicate that in some
Melds and in some geographic
areas an oversupply is develop-ng.
According to the State De-
Dartment of Public Instruction's
Division of Teacher Education,
recent studies in North Carolina
Doint out that the supply of
trained teachers, both those just
graduating and teachers who
were not employed during the
previous year, is expected to
significantly exceed demand if
people continue entering the
teaching profession.
J. P. Freeman, director of the
feacher Education Division re-calls
the day when "we were
oleased to see just a few more
orospective teachers graduate
from college each year." For the
past three years, noted Freeman,
Morth Carolina has seen an over-supply
develop, but not in all
teaching areas.
One of the brightest spots in the
teacher supply and demand pic-ture
for prospective teachers
continues to be in elementary
education, Freeman said. How-ever,
he quickly pointed out "the
elementary supply is expected to
increase and the growth in supply
of elementary teachers along with
a declining demand, except in the
early childhood field, is bringing
supply and demand into a closer
relationship."
Teaching positions in secon-dary
science and math are still
plentiful, according to the divi-sion's
survey. "Production of
secondary science and math
teachers has remained constant
during the past five or six years,
and with expanded programs in
those areas, we are left with an
undersupply of trained teachers,"
remarked Freeman. He added
that many opportunities for
teachers of exceptional children
also exist.
Where the oversupply of teach-ers
is most apparent is in the
fields of business education, En-glish,
home economics, physical
education, and social studies. The
division's 1974-75 study indicates
that while employment in rela-tion
to supply is very low, produc-tion
of teachers specialized in
these fields continues at a high
rate.
A summary of theTeacherEdu-cation
Division's report shows
that North Carolina's public and
private colleges and universities
produced 7,243 new teachers in
1 974, of which 2,638 were trained
for elementary and 4,605 for sec-ondary
education. This year, the
projected output of new teachers
is expected to increase by 104
teachers, 167 more in elementary
and 53 less in secondary educa-tion.
Of the 7,243 new teachers
produced in 1974, 70 percent
graduated from public institutions
and 30 percent from private insti-tutions
in the State.
What brought about this new
wealth of teachers? The South-ern
Regional Education Board
(SREB), located in Atlanta, in a
recently published report, The
Market for Teachers in the Nation
and the Southeastern Region,
listed the following reason: "The
increase in the number of births
after World War II, specifically
between 1946-1957, coupled with
rising incomes and aspirational
levels of the population led to the
booming college enrollments of
the 1960's. This became trans-lated
into the largest production
of college graduates in the history
of this country."
The report maintains this ex-plosion
of college graduates is
also true for the number of college
graduates prepared to teach in
elementary and secondary
schools. At the same time, a de-cline
in the birth rate in recent
years has resulted in decreasing
enrollments in elementary and
secondary schools, the report
noted.
Statistics compiled by the U. S.
Office of Education indicate that
births have been declining faster
than had been anticipated, and
that enrollment projections in
grades K-1 2 for 1 980 have recent-ly
been lowered by 10 percent,
over previous projections.
What can be done to counter
the oversupply problem? Better
career counseling at the college
level is a step in the right direc-tion,
remarked Freeman. Stu-dents
need to know about career
options. For example, English
education majors might be en-couraged
to develop concentra-
15
tions in communications or reme-dial
reading, he said.
There is some possibility, says
Freeman, that student teachers
returning to the campus might
help reduce the oversupply. "As
student teachers hear talk about
the oversupply during their stu-dent
teaching experience, they
talk about the problem on cam-pus.
Their experience and expo-sure
to the problem and talking
about it may have a definite in-fluence
on the career choice of
others."
SREB suggested dealing with
the excess supply through the
implementation of salary dif-ferentials.
"People with teaching
degrees in areas where there are
shortages would be paid at a
higher rate than those with de-grees
in areas of excess sup-ply,"
the report said. Differen-tials
would reflect supply and
demand conditions, and unde-cided
students would have
another piece of information on
which to base career decisions,
the report concluded.
Finally, Freeman and the Divi-sion
for Teacher Education, see
the oversupply as having some
positive benefit to current ele-mentary,
secondary, and college
programs. The oversupply, says
Freeman, allows school superin-tendents
to be more selective in
hiring teachers, thereby upgrad-ing
the quality of education in
their schools. At the same time,
he said some colleges are begin-ning
to, require closer screening
of applicants to college programs
that prepare teachers. (SC)
16
THE PRODUCTION OF TEACHERS IN NORTH
CAROLINA IN 1973-74 AS COMPARED TO THEIR
EMPLOYMENT IN NORTH CAROLINA SCHOOLS
IN THE FALL OF 1974 BY TEACHING FIELD.
Major Assignment Total Number of New Total Number of New
Teachers Prepared Teachers Employed
1973-74 1974-75*
ELEMENTARY 2638 1502
SECONDARY
Agriculture 31 15
Business Education 284 89
English and Speech 626 258
Foreign Languages 178 70
Home Economics ' 241 85
Industrial Arts 117 43
Mathematics 268 143
Science 294 117
Social Studies 816 280
Trade and Industrial 25 20
Other
SPECIAL SUBJECTS
Art 218 64
Library Science 51 26
Music 294 93
Physical Education 806 276
Special Education 341 139
Other 15 7
Secondary and Special
Subjects Total 4605 1725 '
GRAND TOTAL 7243 3227
*As reported by the Colleges and Universities
.
TRENDS IN NORTH CAROLINA TEACHER EDUCATION GRADUATES
BY TEACHING FIELDS, 1968-75
Type of Preparation 1968 1969 1970 1971 1972 1973 1974 1975
Estimated
Elementary School
Teachers
1845 2099 2222 2376 2406 2700 2638 2742
SECONDARY SUBJECT
TEACHERS
Agriculture
Business Education
27
320
23
392
40
680
37
441
38
393
36
394
31
284
48
305
English and Speech
Foreign Languages
603
180
721
243
744
210
753
194
734
177
707
192
626
178
665
164
Home Economics
Industrial Arts
186
96
205
64
216
123
239
80
193
88
249
115
241
117
208
129
Mathematics
Science
285
230
334
251
299
257
324
241
315
205
319
209
268
294
286
277
Social Studies
Trade and Industrial
586 760
83
790
16
866
45
831
24
788
25
816
25
868
32
Other 18 32 8 14 14 4
SPECIAL SUBJECT
TEACHERS
Art
Library Science
94
40
119
39
119
49
116
55
174
33
182
61
218
51
210
61
Music
Physical Education
187
489
177
529
211
672
205
821
236
857
274
800
294
806
321
835
Special Education
Other
44 99 112 160 219 218 341
15
385
25
Secondary and Special
Subject Teachers Total 3385 4071 4546 4641 4531 4573 4605 4819
GRAND TOTAL 5230 6170 6768 7017 6937 7273 7243 7561
17
EDITORIAL
Be Yourself
TOM QUINN
Many people are afraid to be different.
They are afraid of being a special
individual because they think that people
will make fun of them. Many students
tend to do what the other students do. A
student will usually follow the crowd and
agree with them on most points.
I have noticed many times that if a
discussion or poll is taken in a class then
most students do go along with the
majority. A few, however, will stand up
for what they believe in. Sometimes the
other people in the class will taunt the
student for his views. Does this bother
them? It should not, not if they believe in
what they say.
Of course, people are not considered to
be different just because they have
different views. Many times a person is
considered to be different if he or she
dresses differently, gets a different hair
style, thinks along different lines, or just
does that one little thing that makes
them stand out.
If a student does not come in the
traditional faded blue jeans and
comfortable shirk, then they are labeled
as being uppity and snobbish. Why?
Each person has the right to be
different, and if a person wants to be in
top style and nicely dressed then who are
we to pass judgment.
I am not saying that people should be
different to the point of being outlandish.
I just do not see why people should walk
in the shadow of another person. It
really does not matter who likes what
you wear, you are the one who has to live
with it. If you want to do something
different to yourself then do it.
So, the next time someone chastises
you for what you say or for what you do,
or for how you dress, just look at them
and say "At least I have the guts to be
my own person. I am an individual."
..Gill
100I,
pre-to
;s to
ects
and
sion
next
oom
in
ses.
)een
ions
an informal
adents have
tudy halls
iroll in
Speech &
Senior,
s to visit
isses are
nts are
->n from
hey are
>s.
>ut the
Mrs.
vstive
sa in order of!
6. If class enrollment permits, a
-..iurs in the student may take two semester courses
-wo may take semester (or a traditional and a semester course)
guises as electives. simultaneously
Girls In Sports I
Spark Discussion
18
BY SAM INGRAM
Now since women are demanding
equal rights and getting them, they are
entering fields mostly designated for
men, especially in sports which is
usually a male dominated activity. So we
wondered how those involved in athletics
at RSHS feel about women participating
in men's sports.
Herbert Quick (Coach) "Well, I think
it's perfectly fine for girls to participate
in boy's sports providing they
participate among themselves, because
I don't think girls exercise enough for all
the contact involved in boy's sports."
Jerry Goodman (Coach) "On no level
should girls be able to compete against
boys. However, I fully realize that
hypothetical situations will arise.
Biologically the two should be separated
on a competitive basis."
Hal Stewart (Coach) "I do not think
girls should compete on the same team
with boys. I feel that girls athletics on a
separate basis is good."
Paula Bryant (Coach) "I do not feel
that girls can physically compete with
males in sports such as f«n*K~"
basketball »*"
majority of interested- students ami!
finally an athletic schedule on th!
interscholastic level.
I believe it would be unfair to girls i
they were only allowed to compete i
athletics on boys' varsity teams becausi
the skill level would eliminate many c
them, although I believe it would b
okay, if the girls had comparable skills
for them to compete on boys teams i
non-contact interscholastic sports.
I do not feel that it would be wise fo
girls to compete in a varsity sport sue
as football with boys because of th
nature of the sport. But I think it woul
be fine to have a girls' football team i
there was sufficient interest."
Chuck Wright (Senior) "I think ou
girls should participate in any sport
that they could. I think we need to ge
more girls interested in playing sports s
that we could form more events for girl
to try out in.
It would help the schools athletic
programs a lot for the girls especially,
think our athletic director needs to «*«"
more sports pw»**- '
Newspaper within a Newspaper
Two for the price of one—that's
e bonus citizens of some North
arolina communities get when
ey subscribe totheir local news-iper.
Within the pages of the
gular newspaper is a full-page
gh school newspaper, and ac-
>rding to one faculty advisor,
e venture pays off in good ex-jrience
for the students, good
jsiness for the newspaper, and
>od communication forthe corn-unity.
In 1973, the Richmond County
lily Journal began publishing
i ad-free high school news-tper
page titled Raider Report
'ice each month. The Raider
Report contains news about Rich-mond
Senior High School. Daily
Journal editor Glenn Sumpter
says he initiated the idea after the
newspaper tried unsuccessfully
to publish student written col-umns
in the newspaper.
The idea of a real newspaper
within a newspaper clicked.
Students in Richmond Senior
High's journalism class, taught
by Ben Jones, write the copy for
the page and the Da/7y Journal
does the layout and headline writ-ing.
Jones feels the paper within a
paper format "provides a good
communication line with the
community and school alumni
and the high school." This line,
he added, could not be estab-lished
through the high school's
regular student newspaper.
Since the Raider Report goes
to the community at large, ap-proximately
every two weeks,
news articles are general in na-ture,
usually of the news feature
variety. An agreement between
the school and newspaper keeps
the two staffs from competing
with each other for major news
stories involving the high school.
One of the student writers Mary
Thrower, a senior, said she par-ticularly
liked the opportunity to
do investigative reporting for
Raider Report. She recently did
an investigative piece on the
"Who's Who of High School
Students" program, and she dis-covered
some "inaccuracies"
about the program.
Student reporters are en-couraged
to be "controversial" by
the Da/7y Journal's editor. Raider
Report, stressed Sumpter, gives
the community a view of the high
school as seen through the eyes
of students, and he does not edit
story content.
Surveys of student attitudes,
classroom projects, and character
pieces provide much of the news
page copy, and coming up with
story ideas is usually a class deci-sion.
When asked how writing for
the news page compared to writ-ing
for the high school's regular
newspaper, Mary Thrower
commented, "I like the expe-rience
of writing on a frequent
basis. It gives me the chance to
see whether I really like writing."
She also admitted she enjoyed
getting a byline and hearing
others comment about her writ-ing.
Richmond Senior High School
Students also write a full news
page for the Hamlet News, a
weekly newspaper in the county.
Through an agreement with the
Da/7y Journal, much of the same
copy is used for the weekly news-paper.
Besides giving students valu-able
journalistic experience, the
working arrangement with the
local newspapers has led to good
rapport between the newspaper
and the school, according to
Jones. The editor and publisher
of the Da/7y Journal are frequent
guests at Jones' journalism class,
and students have been asked to
critique the newspaper.
A similar newspaper within a
newspaper arrangement devel-oped
in Moore County last fall.
The Moore County News, a bi-weekly
newspaper, publishes a
high school page for each of the
county's three high schools once
a month. Ray Lucas, the news-paper's
editor, does the layout,
but students do all the writing.
He sees the project as a learning
experience for both the students
and the Moore County News staff.
(SC)
19
d&WN
I GROW up}
Each year Scholastic Magazines Inc. conducts four
student opinion surveys through ballots published in
two of Scholastic's social studies magazines—Junior
Scholastic and Senior Scholastic. Responses for the
1973-74 school year are from 50 states and American
schools around the world. Here's what students think
on a wide range of topics:
Your U.S. Representative: Do you know who your Con-gressman
or Congresswoman is?
Cheating on Exams: If you had an opportunity to cheas
on an important examination, and believed you would no
be caught, would you cheat?
BOYS GIRLS TOTAL
% % % a. Yes.
a. No, but I should know. 37 52 45 b. No.
b. Yes, and I can name c. Don't know
him/her right now. 31 24 27
BOYS
%
24
40
36
GIRLS
%
13
50
37
TOTAL
%
18
45
37
c. It is not important to me. 32 24 28 Cheating on Taxes: In your view, is cheating on incomi
taxes:
Letters to Congress: If you wrote to your Congress-man
or Congresswoman, do you feel that your letter
would be read and that what you had to say would be
seriously considered?
a. Yes.
b. No.
BOYS
%
31
69
GIRLS TOTAL
% %
32 31
68 69
a. a serious offense?
b. a moderately serious
offense?
c. a minor offense?
BOYS
%
47
31
22
GIRLS TOTAL
% %
48 48
Honesty of Officials: Do you think that most public
officials are dishonest in some way?
Respect for Teachers: In general, do you think mos
people in your community respect teachers as much a
they respect persons in most other professions?
BOYS GIRLS TOTAL
20
a. Yes.
b. No.
c. Many, but not most.
BOYS
%
43
13
44
GIRLS
%
37
11
52
TOTAL
%
40
12
48
a. Yes.
b. Probably more.
c. No.
d. Not sure or no opinion.
34
Alcohol and Drugs: Some schools have a problem in
jgard to student use of alcohol and drugs. Which prob-
Jirt do you think is more serious?
Drug Detection Tests: Should all students be required
y law to take drug-use detection tests at their schools?
BOYS GIRLS TOTAL
% % %
Yes. 39 41 40
No. 37 41 39
Not sure or no opinion. 24 18 21
Trade with Soviet Union: Should the question of how
3ws are treated in the Soviet Union influence any trade
r other dealings between the Soviet Union and the U.S.?
BOYS GIRLS TOT/
% % %
Yes. 17 22 20
No. 39 42 40
Not sure or no opinion. 44 36 40
Closing Schools to Save Fuel: How would you feel about
osing schools for a month in winter and keeping them
Den a month in summer as a way of saving fuel? .
BOYS GIRLS TOTAL
% % %
I'd be in favor of the
move. 10 7 8
I'd really be opposed
to it. 75 78 77
Don't much care either
way. 15 15 15
TV and Energy: One way they are saving energy in Brit-n
is by cutting off television transmission at about 10:30
night. If need be, would you be willing to go along with
similar cutback here?
BOYS GIRLS TOTAL
% % %
Absolutely not. Let them
look for economies
elsewhere. 46 36 41
Why not? That late in
the evening it doesn't
much matter to me. 44 54 49
Sure. And they can make
the cutoff earlier in the
evening as far as I'm
concerned. 10 10 10
National Service: Do you feel your country has a right
to require you to serve a period of time (one or two years,
for example) in some government-sponsored service, such
as military service or Peace Corps-type service?
BOYS GIRLS TOTAL
% % %
Drugs. 35 43 39
Alcohol. 6 9 8 a. Yes
Both problems are b. No.
equally serious. 59 48 53
BOYS GIRLS TOTAL
% % %
41 34 38
59 66 62
Volunteer Army vs. Draft: Which do you think is a
better military forces system for the U.S.: an all volunteer
army or a military draft?
BOYS GIRLS
The draft is better be-cause
it insures a big
civilian armed forces
to offset the military
career people.
The all-volunteer idea
is better because young
people can join or not,
and that's very democratic.
The draft would be
better if everybody who
was able-bodied served.
But the way the draft
worked in the past, there
were too many loop-holes.
I don't think it matters
which we have in a
country like ours.
15
53
19
13
10
54
TOTAL
%
13
53
20
Joining Armed Forces? When you graduate from high
school, do you think you'll join the armed forces, at least
for a short period?
BOYS GIRLS TOTAL
% % %
a. Yes, as of now, I plan
to do so. 19 4 12
b. I'll consider it but I can't
be sure at this time. 42 28 35
c. No. I do not plan to do
so. 39 68 53
A Right to College: Should everybody have a right to a
college education?
a. Yes.
b. No.
BOYS GIRLS TOTAL
% % %
97 95 96
3 5 4
Air Pollution vs. Energy-Saving: To help cope with the
lergy crisis, do you think we should let up on air pollu-
)n standards? (For example, allowing use of air-pollut-g
fuels in areas where they've been banned.)
Yes.
No.
Yes, but only on a
temporary basis.
BOYS GIRLS TOTAL
% % %
16 12 14
47 51 49
37 37 37
You and College: Do you want a college education:
BOYS GIRLS TOT/
% % %
a. Yes, very much. 51 52 51
b. I'd like one, but I could
live without it. 17 18 17
c. No, I don't want one
at all. 6 7 6
d. I haven't made up my
mind one way or another. 26 23 26
21
Girls, Boys, and Opportunities: Do you think girls today
have educational and career opportunities equal to boys?
No.
No, but things are get-ting
better for girls.
Not quite, but almost.
Yes.
BOYS GIRLS TOTAL
% % %
8 13 10
29 25
36 33
27 29
Working for Men or Women: Which would you rather
work for — a man or a woman?
BOYS GIRLS TOTAL
A man.
A woman.
It would depend on the
person, not on the person'
sex. 88 69 79
A Woman President?: If your favorite political party
nominated a woman for President of the U.S., would you
support the choice without any sex bias?*
BOYS GIRLS TOTAL
% % %
a. Yes. 48 80 65
b. No. 52 20 35
Courses for Boys*: Do you think boy students should
take courses in school to learn such things as cooking,
sewing, taking care of babies, and handling other house-hold
duties?
a. Yes.
b. No.
c. No opinion.
Courses for Girls*: Do you think girl students should
take courses in school to learn such things as wood-working,
auto repair, and other skills associated with jobs
in the trades?
BOYS GIRLS TOT/
% % %
38 74 56
37 12 24
25 14 20
OYS GIRLS TOTAL
% % %
45 76 61
32 13 22
23 11 17
a. Yes.
b. No.
c. No opinion.
*On June 18, 1974, the U.S. Department of Health, Education,
and Welfare proposed that several new regulations be written into
Title IX of the Education Act Amendments of 1972 to end sex dis-crimination
in education. Among proposals were banning of such
practices as making home economics classes available only to girls
and shop classes only to boys. (Scholastic's Advertising Division
researchers report that the percentage of boys in home economics
classes is increasing rapidly. In the 1967-68 school year, boys
made up only 2.5 percent of the 6,072,000 students enrolled in
home economics; in 1973-74, they made up 15 percent of the
7,500,000 students enrolled. At the same time, many school sys-tems
are allowing girls to take such courses as shop and automo-bile
repair.
You and the Future: In regard to your own future, whi
of the following statements best fits you?
BOYS
It's up to me. It's in my
power to make the future
what I want it to be if I try
hard enough.
I really don't have control
over my future. If I'm lucky
and the breaks come right,
things will be fine. Other-wise,
I'll just have to take
what comes.
81
19
GIRLS
%
79
TOTAl
%
20
Future Worries: Which of the following most concer
you about the future? (Check only one)
BOYS
a. The kind of job or career
I can train for and get.
b. Whether there are hard
times ahead and whether
this will affect my chances
of getting the education
and career I want.
c. Whether I'll really
achieve what I want to
achieve.
D. I don't really worry
about any of these.
35
24
28
13
GIRLS
%
30
TOTAl
33
28
32
10
26
30
Money, Money, Money: The following quotations are
about money. Which one comes closest to your own viev
BOYS GIRLS TOTAL
% % %
"A heavy purse makes a
light heart." (English
proverb) 10 7 8
"Money brings honor,
friends, conquest, and
realms." (John Milton,
English poet) 11 5 8
"The love of money is
the root of all evil."
(New Testament) 26 30 28
"Lack of money is the
root of all evil." (credited
to both G.B. Shaw, Irish
writer and U.S. author
Mark Twain) 12 6 9
"I've been broke but
I've never been poor . . .
being poor is a frame of
mind." (Mike Todd, U.S.
film producer) 41 52 47
Text and art reprinted by permission,
Scholastic Magazines, Inc.
22
items
975 SUMMER CONFERENCE
Wilmington will be the site for two conferences
Donsored by the State education agency in July,
entral office staff from the 149 school units will
leet July 16-19. The State-wide conference for princi-als
will be held from July 20-23. Headquarters for
oth conferences will be the Wilmington Hilton.
ECORD ENROLLMENT IN MIGRANT
DUCATION PROGRAM
pproximately 5,000 children are presently enrolled in
orth Carolina's migrant education projects through-ut
the state. Enrollment in 1973-74 barely topped
100. These children of migratory agricultural work-
's are attending public schools which conduct spe-al
projects to help close educational gaps caused
rgely by mobility and poverty. The projects during
le regular school year include, primarily, extra tu-ning
in academic areas of deficiency, mainly read-g
and mathematics. The children are eligible for all
:her services in the school program.
D WORKSHOPS AVAILABLE
Workshops designed to bring teachers up to date
n the medical and social aspects of the veneral
isease crisis are being offered by the Venereal
isease Control and Health Education Branches of the
ivision of Health Services, in cooperation with the
ealth, Safety, and Physical Education Division of
le Department of Public Instruction.
These workshops consist of Video Tapes produced
/ WUNC-TV, along with discussion sessions and
smonstrations of available films and classroom
taterial. Workshops are free and books on venereal
isease can be supplied to appropriate teachers with-ut
charge. The VD workshops can be combined with
rug education, dental health, or other health related
'eas.
Those interested in the workshops should have their
jperintendents contact: Myron Arnold, Public Health
dvisor, Venereal Disease Control Branch, Division
f Health Services, P. O. Box 2091, Raleigh, North
arolina 27602 (Phone (919) 829-3039).
VIDEO TAPING THE PRESIDENT
When students from Richmond Senior High School
in Richmond County go to a golf tournament, they
don't bring their golf bags and clubs. Instead, they
bring along television cameras, video tape recorders,
cable, microphones, audio mixers, and television
monitors.
Last September, students in the high school's televi-sion
production class got permission to video tape the
World Golf Hall of Fame ceremonies in Pinehurst,
North Carolina, where President Gerald Ford was the
guest speaker. The students were the only group to
video tape the entire event and provided a closed
circuit broadcast of the Hall of Fame banquet for news
reporters.
Since that time, President Ford has asked for a copy
of the video tapes to be placed in the National
Archives in Washington, D. C. Letters of praise and
commendation from persons associated with the event
have been received by the school about the job per-formed
by the student TV crew, said Ben Jones, faculty
adviser of the project.
REPORT ON NON-PUBLIC SCHOOLS RELEASED
Some 54,000 Tarheel children are currently enrolled
in the State's approximately 270 non-public schools,
according to a report recently released by the Depart-ment
of Public Instruction. Approximately 5,000 of
these children are kindergarteners.
Compared to last year's enrollment of 53,489, there
has been a slight increase in non-public school attend-ance
during the 1974-75 school year. That increase
is not significant, however, when compared to last
year's increase of over 2,000 new enrollees in non-public
schools. Over the past three years, the total en-rollment
in non-public schools has increased from
49,686 in 1971-72; however, it still represents only
about four per cent of the total student population in
North Carolina. Over 1.2 million students are enrolled
in public schools.
Seventy-five percent of the non-public school en-rollment
is concentrated in fifteen counties. Charlotte-
Mecklenburg leads the list with 8,010 non-public
school students. The other fourteen include: Winston-
Salem/Forsyth (6,426); Wake/Raleigh (4,631); Guil-ford/
Greensboro/High Point (3,319); Durham/Dur-ham
City (2,071); Nash/Rocky Mount (1,900); Bun-combe/
Asheville (1,929); Wayne/Goldsboro (1,646);
New Hanover/Wilmington (1,391); Lenoir/Kinston
(1,392); Cumberland/Fayetteville (1,415); Craven/
New Bern (1,177); Wilson/Wilson City (1,076);
Onslow/Jacksonville (833); and Halifax/Roanoke
Rapids City/Weldon City (1,038).
23
North Carolina Studv Series
The first film of the North Carolina Studies seri
fourth grade social studies teachers is available
purchase by local school units. A 15-minute, 16n
film on North Carolina folk traditions, titled "Ha
Me Downs," focuses on oral traditions, such as gh(
story telling, singing songs, telling nursery rhymes a
old adages, and manual traditions such as quiltir
furniture making, wood carving, and pottery makir
Two sound/filmstrips, one titled "Pottery Makin
featuring the late A. R. Cole of Sanford and his fa
ily, and the other titled "Collections" featuring hi
torian Amos "Doc" Abrams of Raleigh, are also ava
able.
The series is being produced by the Department
Public Instruction's Division of Educational Medi
conjunction with the Division of Social Studies. Fc
more films are currently in production including filr
on manufacturing, service industries, farming
recreational and cultural opportunities. Other su
jects in the series will cover urbanization and oth
changes, local government, state government, n(
for government, technical skills and educati
changing living patterns, ethnic backgrounds, coi;
municating with the outside world, and geograpl
setting.
Since the cost of the series is being underwritt
by the DPI, local units will only be charged the cc
of duplicating the films and filmstrips. Persons
terested in purchasing any of the materials shou
fill out the coupon below. The coupon does not co
stitute an order. It will be used to calculate the fir
cost of prints. Specific information about the pri
and purchasing procedures will be sent at a later da
DIVISION OF EDUCATIONAL MEDIA
N. C. Dept. of Public Instruction
Raleigh, N.C. 27611
We would be interested in purchasing the following prints
for use in our system:
Copies of HAND-ME-DOWNS, 16mm film
Copies of COLLECTIONS, 35mm filmstrip
Copies of POTTERY MAKING, 35mm filmstrip
NAME:
TITLE:
SCHOOL SYSTEM:
ADDRESS:
TELEPHONE:
L - -
STATE LIBRARY OF NORTH CAROLINA
3 3091 00748 2847

Ralei
N.
NORTH
CAROLINA
PUBLIC
SCHOOLS
2 1981
State Superintendent of Public Instruction: Craig
Phillips
Special Assistant for Public Information: Tom I. Davis
Editor: Kay W. Bullock
Graphic Artist: Patricia D. Bowers
Writer: Sue W. Cause
News Coordinator: Linda G. Irwin
Special Correspondents: Mable Hardison, Exceptional
Children; Barbara Oliver, Migrant Program; and Joan
K. Smith, Occupational Education
Technical Consultant: James E. Jackman
Official publication issued quarterly by the State Department
of Public Instruction. Second class postage paid at Raleigh,
N. C. 27611. Unless otherwise noted, no permission is re-quired
for reprinting, with the exception of articles from
other publications reprinted herein. Manuscripts are wel-comed.
Mailing address: Editor, North Carolina Public
Schools, Division of Public Information and Publications,
Room 352, State Department of Public Instruction, Education
Building, Raleigh, N. C. 27611. Telephone: 919-829-4258.
.
COVER
The earth and all that's in it—and how it works. The
word is that students across the State are enthusiastic
about science as never before. Part of the impetus may
be due to the nationwide ecological movement during
the past few years and the energy crisis, but part of it
must also be the interest drawn by we 1
1 -coordinated
K-12 science curriculums. The one in Alamance County
is an example. See story beginning on page 12.
NORTH
CAKOLIN
NHILM
Don't Let Us Forget
Hunt 'Em Down
So—What Happened to You'
The Next Best Thing To Knowing Something . . . I:
"le Teacher Shortage? 1 I
Newspaper within a Newspaper 1
What Students Think 2G
North Carolina Study St
Photo Credits
Page 6, Frank McDowell, student, Lakewood High
School, Roseboro; page 14, Alamance County Schools;
and page 24, Bruce Clark, SDPI photographer.
State Board of Education
Dallas Herring, Rose Hill, Chairman, District 2
John A. Pritchett, Windsor, Vice-Chairman, District 1
James B. Hunt, Jr., Lieutenant Governor, Ex-Officio
Edwin Gill, State Treasurer, Ex Officio
Larry M. Harding, Charlotte, District 6
R. Barton Hayes, Hudson, District 7
R. R. Manz, Roanoke Rapids, District 3
Earl H. Oxendine, Raeford, District 4
John W. Reynolds, Asheville, District 8
Evelyn S. Tyler, Greensboro, District 5
Prezell Robinson, Raleigh, Member-at-large
Mildred S. Strickland, Smithfield, Member-at-large
Richard C. Erwin, Winston-Salem, Member-at-large
A. Craig Phillips, Secretary to the Board
YOUR COPIES OF
N08TH CAROLINA PUBLICSCHOOLS
The number of copies each school receives is based on 75
percent of that school's teachers. It is hoped that the
magazine will be placed in teachers' lounges or other central
locations so that interested staff members may pick up
their copies.
TENTATIVE TEXTBOOK ADOPTION SCHEDULE
ELEMENTARY
Selections, Selections, Selections, Selections, Selections.
1973-74 1974-75 1975-76 1976-77 1977-78
Introduction, Introduction, Introduction, Introduction, Introduction,
1974-75 1975-76 1976-77 1977-78 1978-79
Social Studies Reading Arithmetic Language Social Studies
Grade 7 Grades 1-8 Tea.Ed., Gr.1 Grades 1-8 Grades 1-6
African-Asian (1970-75+2) Grades 2-8 (1972-77+2) History
Culture (1971-76+2) Geography
(1971-74+2) Science Home Economics (1973-78+2)
Science, 1-6 Industrial Arts Grades 7-8 Grades 8-9
(1970-75+2) Grades 7-8 Gen. Homemaking U.S. History
Grade 7 General Shop (1972-77+2) (1973-78+2)
Life Science (1971-76+2) Grade 7
(1970-75+2) Handwriting African-Asian
Grade 8 Grades 1-6 Culture
Earth Science (1972-77+2) (1974-78+2)
(1969-74+2)
N. C. History
Grades 8-9
U.S. History
Cultural Arts
Grades 1-8
(1970-75+2)
Grades 8-9
(1972-77+2)
(1973-78+2)
Health
Grades 4-8
(1973-78+2)
Spelling
Grades 2-8
(1973-78+2)
HIGH SCHOOL
Selections, Selections, Selections, Selections, Selections,
1973-74 1974-75 1975-76 1 976-77 1977-78
Introduction, Introduction, Introduction, Introduction, Introduction,
1974-75 1975-76 1976-77 1 977-78 1978-79
Music Survey English Mathematics Business Ed. Health
Grades 9-12 Grammar and Fundamental Math. Basic Business Grade 9
(1974-75+2) Composition Algebra I and II Business Math. (1973-78+2)
Visual Arts (1970-75+2) Geometry (Unit.) Typewriting:
Grades 9-12 Adv. Mathematics Occupational Latin
(1974-79+2) Science (1971-76+2) Non-Occupational Lev. 1,2,3
Physical Sc. Shorthand 11-12 (1973-78+2)
Biology Mod. Foreign Lang. Bookkeeping
Chemistry French, Recordkeeping Literature
Physics Lev. 1,2,3,4 Bus. Economics Anthologies
(1970-75+2) Spanish, Business Law (6 series, 44 titles)
Lev. 1,2,3,4 Bus. Communications Short Course
Home' Economics German Bus. Organization & (67 titles)
(1970-75+2) All levels Management Special Interest:
(1971-76+2) Business Machines
Office Practice &
Reading
(17 titles)
Occup. Ed. Office Occupations Journalism in the
Additional texts Introduction to Data Mass Media
in agriculture Processing
Keypunch
(4 titles)
Mythology
Computer Programming (1 title)
(1972-77+2) World Literature
(9 titles)
Industrial Arts Biblical Lit.
General Ind. Arts (1 title)
Drafting & Design Individualized
Manufacturing Studies in Lit.
Construction (91 titles)
Power Sports
(1972-77+2) (1 title)
Dramatics and
Occupational Ed. Speech
Trades & Industry (2 titles)
(42 titles) (1973-78+2)
Agriculture
(37 titles)
Distributive Ed.
(31 titles)
Health Occupations
(3 titles)
(1972-77+2)
Social Studies
U.S. in Today's
World
(61 titles)
World Cultures
(108 titles)
(1972-77+2)
"Term of contract
plus option ol 2
Consumer Math.
Grades 9-12
years extension. (1971-77+2)
(Note: The numbe of titles after some subject areas refer to what is presently offered. This may not be the format in future
adoptions.'
don't let us
forget
North Carolina folklore and tradi-tions
are going to be preserved,
thanks to a lot of North Carolina ele-mentary
and high school students. In
activities similar to the Foxfire ex-periment
which began in Rabun Gap,
Georgia in 1966, North Carolina stu-dents
are visiting old timers in their
communities and writing down the
ghost stories, recipes, home reme-dies,
superstitions, and legends that
they share with the young people.
The students then polish the articles
and prepare them and drawings and
photographs for publication.
Homespun is such a magazine
published four times a year by stu-dents
from all 16 elementary schools
in the Davidson county system. The
magazine got its start in 1972 under
the direction of teachers Richard
Lane and Betty Sowers. In the fall of
1973 contributors were expanded and
3,000 copies were printed. According
to Betty Sowers, the age level of the
contributors made Homespun the
first of its kind in the nation by
Library of Congress standards. The
articles, she said, are printed just as
the children write them. "Unlike
reading many books written by
adults for children, these young stu-dents
understand each other and
what they are reading, " she added.
Pitch 'n Tar, is an example of the
high school effort at preserving
folkflore and traditions. Published by
students at Lakewood High School in
Sampson County, Pitch 'n Tar is in its
second year. Students are enthusi-astic
about the project, according to
Matilda West, sponsor for the publi-cation.
Excerpts from Homespun,
Vol. II, No. 2, December 1974
MEMORIES OF THE
FAMILY COW
"It was always my job to care
for the cows. We never had a
pasture, so we had to stake the
cows. We had a cow named Ned.
One day she got her horn caught
on something and broke it. We
had our grandpa to come down
and doctor on her. He put salt and
soot on it and tied a rag around
it. The cow looked so scary until
we began calling her 'scare head'
from then on.
We had a cow named Rose and
one named Bess. Old Rose was
always hard-headed and would
run out the door if you didn't
watch. I remember her getting
out one morning and going over
to my uncle's house about a mile
away. I had to run after her.
When I got her back in the stable,
I gave her a good whipping with
a brush. Then she wouldn't give
down her milk.
I remember when I was small we
had a cow named Dolly. I would
go to the barn with my mother to
milk. She would squirt milk in my
mouth. Also the cat would go
along to the barn and mother
would squirt milk in the cat's
mouth." (MILDRED MILLER, as
told to her granddaughter, Robin
Faulkner, Southmont School,
Grade 5.)
HOW TO MAKE BUTTER
There was a time years ago
when almost every farm family
kept at least one milk cow. The
cow had to be milked twice a day,
in the morning and in the eve-ning,
and the milk strained into
clean pottery crocks. A cedar post
with limbs cut back to about one
foot and planted in the back yard
was a familiar sight on most
farms. The crocks were carefully
washed and scalded and hung on
the cedar posts to sun and air.
Milk was left in the crocks over-night
for the cream to rise to the
top, then it was skimmed off and
allowed to sour. When you added
enough sourcream, it was poured
into a churn with a hole in the top
of the lid for the handle of the
wooden dasher to go through.
You worked the dasher up and
down by hand until the butter
formed on top of the milk. Then
you dipped the butter out into a
bowl and washed it in cold water
and lightly salted it. Then it was
pressed into a wooden mold that
held either a half pound or one
pound. That made it into cakes
with whatever design on top that
was in the mold.
(Garnett Cook, Denton School)
HOW TO MAKE
COTTAGE CHEESE
First you get whole fresh milk
right from the cow, not homog-enized
or pasteurized. Let the
milk clabber, then heat until
warm. Next pour into a cheese
cloth bag. Hang the bag on the
clothesline and let all the water
drip out of the bag. Then takeand
mix with a small amount of cream
and a pinch of salt. Put in the re-frigerator
and it's ready to eat.
(Craig Parks,
David-Townsend School)
SPECIAL CURE FOR
WINTERTIME ILLS
SORE THROAT: Gargle with
hot salt water. (Mike Boyd,
Reeds School)
For a sore throat, mop it out
with kerosene. (Vickie Parrish,
Denton School)
Take a chicken feather and
strip all the feathers off except
for about an inch at the tip end.
Dip the end of the feather in
turpentine and coat the inside
of the throat. (Corky Sink,
Reeds School)
PNEUMONIA: Put hot onions in a
plaster and place on the chest.
(Mike Boyd, Reeds School)
Put mustard and onions in a red
wool cloth and put on the chest.
(Martie Hartley, Reeds School)
COLDS: Roastonionsinthe ashes
in the fireplace. (Ham Helm-stetler,
Reeds School)
Roast onions and put brown
sugar on them and eat. (Tammy
Sweatt, Arcadia School)
Stew out possum grease; give a
tablespoonful to someone with
a cold. (Janet McDowell,
CDJHS)
FEVER REDUCERS: Take an
onion, chop it up or beat it up
real fine, put it in a nice thick
piece of cloth for a bandage.
Soak it in salt and vinegar, then
place the bandage on the
person's foot. This draws the
fever from the head to the feet.
(Jeanie Myers, Wallburg
School)
People used to rub a collard
leaf in their hand until it was
soft and put it on a person's
forehead to calm their fever.
(Bill Gobey, Denton School)
COUGHS: Pass the victim under
a horse's belly three times.
(Mike Boyd, Reeds School)
Mix brown sugar and just a few
drops of kerosene. (Lexa
Owens, Reeds School)
Gather three handfuls of heart
leaves out of the woods. Put in
a pot, boil with a little bit of
water for a little while. When
this is done take the leaves out.
Then put the same amount of
sugar as you did water. This
process will make a syrup for a
cough. (Colleen Hughes,
Denton School)
Granny Brumit's Cough Syrup:
Scrub scaly bark hickory and
break into 3-inch pieces. Boil
and strain. Add one cup brown
sugar, 10-12 sticks horehound
candy, a pinch of ginger, and
cook until it makes a syrup.
(Becky Roberts, Denton
School)
EARACHE: Find a beddy bug in a
rotten log. Pull off its head
and get a drop of blood. Drop
it in the ear. (Joyce Sanders,
Denton School)
OLD TIME FOLK BELIEFS ABOUT COWS
When cows gather together in the pasture, it is a sign of rain.
If a cow lies down before eight o'clock, look for rain before ten.
It is a sign of rain if the cow refuses to go to pasture.
Look for rain if a cow tries to scratch her ear or thump her ribs with her tail.
If the cows come up in the middle of the day, you can expect a severe storm.
If you drink cow's milk, you can see the wind.
If cows low at night, witches are in the barn.
It is bad luck to milk a cow on her left side.
Kill a frog and your cow will either go dry or give bloody milk.
The first time a cow is milked, pour the milk on her back and she will always give a lot of milk.
If you see a cow rolling in the dust, you will hear of a death soon.
If a cow bawls after dark, someone will die.
Thunder will turn milk sour.
If milk or cream sours sooner than usual, look for rain.
If you have a hard time getting the butter to come, get an ugly person to look in the cream crock.
If the cows wander off and you can't find them, ask a grandaddy spider which way they went, touch his back,
and he will point in the direction.
If a cow has a small tail, she is a good milking cow. (Belinda Lackey, Welcome School)
A Cow Joke:
Question: "What would you do if a cow came running after you? Do you give up?"
Answer: "Mooove! (Shelly Burkhart, Davis-Townsend School)
A Cow Riddle:
"What has four stiff-standards, four hang downers, two lookers, two hookers, and one switch about?''
"A cow." (Teresa Sides, Welcome School)
Excerpts from Pitch 'n Tar,
Vol. I, No. 2, Winter 1975
SOAPMAKING
Tony Denning and Richard Spell,
Lakewood High School
In our tradition of bringing our
readers "clean" articles, our
staff members took to the
"country" one afternoon for a
soapmaking demonstration.
There to greet us was Mr. Richard
Bryant, an enthusiastic gentle-man
who had made what he
deemed to be the necessary prep-aration
for the afternoon's or-deal.
To those who are not fa-miliar
with the process of soap-making,
the "necessities" may
seem a little strange, but it is im-portant
to note that the "old
timers" who make soap believe
its the best thing for cleaning
clothes one can ever find. "The
best time for you to make soap,"
related Mr. Bryant, "is right on
the full of the moon. Then it won't
shrink." We have found that most
soapmakers rely on the moon in
determining the time most suit-able
for the process. Surprisingly,
many Sampsonians continue to
make their own soap in the "ol'
black iron pot." Here's how they
do it:
Preparation:
1. Large black iron wash pot
2. Wood (usually oak since it
smokes less)
3. Water (one bucket full)
4. Stirring stick (some soap-makers
use pine to give soap
a fresher smell)
5. Lye (one box)
6. Few drops of spirits of tur-pentine
7. Six pounds of grease per box
of lye (usually the grease
from pig fat)
8. Rosin (this is the dried tur-pentine
from pine tree)
Process:
1
.
Put one peck bucket of water
in pot. Build fire under and
around pot and bring waterto
a boil.
2. When water is boiling, put 6
pounds of grease (pig fat) in,
along with one box of lye.
(Don't make fire too hot or
ingredients will boil over
pot).
3. Add two or three handfuls of
crushed rosinandafewdrops
of turpentine.
4. Stir all ingredients well.
5. Bring ingredients to a boil.
Stir often.
6. After ingredients have boiled
about 15 minutes begin to
test for consistency. (Testing
is done by dipping the stir-ring
stick into mixture and
letting mixture drip from
stick into pan.) After mixture
10.
has cooled in the pan, use
finger to mash mixture and
see if soap is hardening.
When soap has cookedi
enough, as will be indicatedl
by mixture in the pan, then
slowly let fire burn out.
Leave soap in pot overnight
to harden. (Some people dip
the hot liquid soap into molds
for hardening process.)
When soap is hardened, cut
into size pieces desired.
Soap is now ready for wash
day.
Hunt 'Em Down
There's no shortage of the pesky little things. Some-one
is just hiding them. At least that's what the Depart-ment
of the Treasury says about 30 billion pennies
that are not in circulation. And it's taking 35 million
new pennies every day just to keep up with demand.
Mary Brooks, Director of the Mint, says that the
government can continue minting more and more
coins to replace those forgotton ones in dresser
drawers, shoe boxes, cookie jars, and wishing wells,
but she points out that it takes extra energy and
precious natural resources. All of which costs every-one.
Here are some suggestions for putting young
Detectives from the Missing Pennies Bureau on the
trail:
— have a Penny Fair, with participation in all games
and booths paid for with pennies only. — make a mile of contributed pennies for some
project or piece of equipment the school needs. — suggest that children start savings accounts with
pennies.
Remember the goal is to get pennies that are not in
circulation. The Treasury is after those 30 billion lying
around not working.
SO — WHAT HAPPENED TO YOU?
Ne were watching a movie in class,
The Doll's House," by Henrik Ibsen;
It was one I hadn't seen.)
Ml of a sudden there was Frannie Sternhagen,
^ight up there on the screen!
shouted, "Look! There!
t's Frannie Sternhagen!"
WHAT?" they cried, "Where?
WHO?"
n from
hey are
>s.
>ut the
Mrs.
vstive
sa in order of!
6. If class enrollment permits, a
-..iurs in the student may take two semester courses
-wo may take semester (or a traditional and a semester course)
guises as electives. simultaneously
Girls In Sports I
Spark Discussion
18
BY SAM INGRAM
Now since women are demanding
equal rights and getting them, they are
entering fields mostly designated for
men, especially in sports which is
usually a male dominated activity. So we
wondered how those involved in athletics
at RSHS feel about women participating
in men's sports.
Herbert Quick (Coach) "Well, I think
it's perfectly fine for girls to participate
in boy's sports providing they
participate among themselves, because
I don't think girls exercise enough for all
the contact involved in boy's sports."
Jerry Goodman (Coach) "On no level
should girls be able to compete against
boys. However, I fully realize that
hypothetical situations will arise.
Biologically the two should be separated
on a competitive basis."
Hal Stewart (Coach) "I do not think
girls should compete on the same team
with boys. I feel that girls athletics on a
separate basis is good."
Paula Bryant (Coach) "I do not feel
that girls can physically compete with
males in sports such as f«n*K~"
basketball »*"
majority of interested- students ami!
finally an athletic schedule on th!
interscholastic level.
I believe it would be unfair to girls i
they were only allowed to compete i
athletics on boys' varsity teams becausi
the skill level would eliminate many c
them, although I believe it would b
okay, if the girls had comparable skills
for them to compete on boys teams i
non-contact interscholastic sports.
I do not feel that it would be wise fo
girls to compete in a varsity sport sue
as football with boys because of th
nature of the sport. But I think it woul
be fine to have a girls' football team i
there was sufficient interest."
Chuck Wright (Senior) "I think ou
girls should participate in any sport
that they could. I think we need to ge
more girls interested in playing sports s
that we could form more events for girl
to try out in.
It would help the schools athletic
programs a lot for the girls especially,
think our athletic director needs to «*«"
more sports pw»**- '
Newspaper within a Newspaper
Two for the price of one—that's
e bonus citizens of some North
arolina communities get when
ey subscribe totheir local news-iper.
Within the pages of the
gular newspaper is a full-page
gh school newspaper, and ac-
>rding to one faculty advisor,
e venture pays off in good ex-jrience
for the students, good
jsiness for the newspaper, and
>od communication forthe corn-unity.
In 1973, the Richmond County
lily Journal began publishing
i ad-free high school news-tper
page titled Raider Report
'ice each month. The Raider
Report contains news about Rich-mond
Senior High School. Daily
Journal editor Glenn Sumpter
says he initiated the idea after the
newspaper tried unsuccessfully
to publish student written col-umns
in the newspaper.
The idea of a real newspaper
within a newspaper clicked.
Students in Richmond Senior
High's journalism class, taught
by Ben Jones, write the copy for
the page and the Da/7y Journal
does the layout and headline writ-ing.
Jones feels the paper within a
paper format "provides a good
communication line with the
community and school alumni
and the high school." This line,
he added, could not be estab-lished
through the high school's
regular student newspaper.
Since the Raider Report goes
to the community at large, ap-proximately
every two weeks,
news articles are general in na-ture,
usually of the news feature
variety. An agreement between
the school and newspaper keeps
the two staffs from competing
with each other for major news
stories involving the high school.
One of the student writers Mary
Thrower, a senior, said she par-ticularly
liked the opportunity to
do investigative reporting for
Raider Report. She recently did
an investigative piece on the
"Who's Who of High School
Students" program, and she dis-covered
some "inaccuracies"
about the program.
Student reporters are en-couraged
to be "controversial" by
the Da/7y Journal's editor. Raider
Report, stressed Sumpter, gives
the community a view of the high
school as seen through the eyes
of students, and he does not edit
story content.
Surveys of student attitudes,
classroom projects, and character
pieces provide much of the news
page copy, and coming up with
story ideas is usually a class deci-sion.
When asked how writing for
the news page compared to writ-ing
for the high school's regular
newspaper, Mary Thrower
commented, "I like the expe-rience
of writing on a frequent
basis. It gives me the chance to
see whether I really like writing."
She also admitted she enjoyed
getting a byline and hearing
others comment about her writ-ing.
Richmond Senior High School
Students also write a full news
page for the Hamlet News, a
weekly newspaper in the county.
Through an agreement with the
Da/7y Journal, much of the same
copy is used for the weekly news-paper.
Besides giving students valu-able
journalistic experience, the
working arrangement with the
local newspapers has led to good
rapport between the newspaper
and the school, according to
Jones. The editor and publisher
of the Da/7y Journal are frequent
guests at Jones' journalism class,
and students have been asked to
critique the newspaper.
A similar newspaper within a
newspaper arrangement devel-oped
in Moore County last fall.
The Moore County News, a bi-weekly
newspaper, publishes a
high school page for each of the
county's three high schools once
a month. Ray Lucas, the news-paper's
editor, does the layout,
but students do all the writing.
He sees the project as a learning
experience for both the students
and the Moore County News staff.
(SC)
19
d&WN
I GROW up}
Each year Scholastic Magazines Inc. conducts four
student opinion surveys through ballots published in
two of Scholastic's social studies magazines—Junior
Scholastic and Senior Scholastic. Responses for the
1973-74 school year are from 50 states and American
schools around the world. Here's what students think
on a wide range of topics:
Your U.S. Representative: Do you know who your Con-gressman
or Congresswoman is?
Cheating on Exams: If you had an opportunity to cheas
on an important examination, and believed you would no
be caught, would you cheat?
BOYS GIRLS TOTAL
% % % a. Yes.
a. No, but I should know. 37 52 45 b. No.
b. Yes, and I can name c. Don't know
him/her right now. 31 24 27
BOYS
%
24
40
36
GIRLS
%
13
50
37
TOTAL
%
18
45
37
c. It is not important to me. 32 24 28 Cheating on Taxes: In your view, is cheating on incomi
taxes:
Letters to Congress: If you wrote to your Congress-man
or Congresswoman, do you feel that your letter
would be read and that what you had to say would be
seriously considered?
a. Yes.
b. No.
BOYS
%
31
69
GIRLS TOTAL
% %
32 31
68 69
a. a serious offense?
b. a moderately serious
offense?
c. a minor offense?
BOYS
%
47
31
22
GIRLS TOTAL
% %
48 48
Honesty of Officials: Do you think that most public
officials are dishonest in some way?
Respect for Teachers: In general, do you think mos
people in your community respect teachers as much a
they respect persons in most other professions?
BOYS GIRLS TOTAL
20
a. Yes.
b. No.
c. Many, but not most.
BOYS
%
43
13
44
GIRLS
%
37
11
52
TOTAL
%
40
12
48
a. Yes.
b. Probably more.
c. No.
d. Not sure or no opinion.
34
Alcohol and Drugs: Some schools have a problem in
jgard to student use of alcohol and drugs. Which prob-
Jirt do you think is more serious?
Drug Detection Tests: Should all students be required
y law to take drug-use detection tests at their schools?
BOYS GIRLS TOTAL
% % %
Yes. 39 41 40
No. 37 41 39
Not sure or no opinion. 24 18 21
Trade with Soviet Union: Should the question of how
3ws are treated in the Soviet Union influence any trade
r other dealings between the Soviet Union and the U.S.?
BOYS GIRLS TOT/
% % %
Yes. 17 22 20
No. 39 42 40
Not sure or no opinion. 44 36 40
Closing Schools to Save Fuel: How would you feel about
osing schools for a month in winter and keeping them
Den a month in summer as a way of saving fuel? .
BOYS GIRLS TOTAL
% % %
I'd be in favor of the
move. 10 7 8
I'd really be opposed
to it. 75 78 77
Don't much care either
way. 15 15 15
TV and Energy: One way they are saving energy in Brit-n
is by cutting off television transmission at about 10:30
night. If need be, would you be willing to go along with
similar cutback here?
BOYS GIRLS TOTAL
% % %
Absolutely not. Let them
look for economies
elsewhere. 46 36 41
Why not? That late in
the evening it doesn't
much matter to me. 44 54 49
Sure. And they can make
the cutoff earlier in the
evening as far as I'm
concerned. 10 10 10
National Service: Do you feel your country has a right
to require you to serve a period of time (one or two years,
for example) in some government-sponsored service, such
as military service or Peace Corps-type service?
BOYS GIRLS TOTAL
% % %
Drugs. 35 43 39
Alcohol. 6 9 8 a. Yes
Both problems are b. No.
equally serious. 59 48 53
BOYS GIRLS TOTAL
% % %
41 34 38
59 66 62
Volunteer Army vs. Draft: Which do you think is a
better military forces system for the U.S.: an all volunteer
army or a military draft?
BOYS GIRLS
The draft is better be-cause
it insures a big
civilian armed forces
to offset the military
career people.
The all-volunteer idea
is better because young
people can join or not,
and that's very democratic.
The draft would be
better if everybody who
was able-bodied served.
But the way the draft
worked in the past, there
were too many loop-holes.
I don't think it matters
which we have in a
country like ours.
15
53
19
13
10
54
TOTAL
%
13
53
20
Joining Armed Forces? When you graduate from high
school, do you think you'll join the armed forces, at least
for a short period?
BOYS GIRLS TOTAL
% % %
a. Yes, as of now, I plan
to do so. 19 4 12
b. I'll consider it but I can't
be sure at this time. 42 28 35
c. No. I do not plan to do
so. 39 68 53
A Right to College: Should everybody have a right to a
college education?
a. Yes.
b. No.
BOYS GIRLS TOTAL
% % %
97 95 96
3 5 4
Air Pollution vs. Energy-Saving: To help cope with the
lergy crisis, do you think we should let up on air pollu-
)n standards? (For example, allowing use of air-pollut-g
fuels in areas where they've been banned.)
Yes.
No.
Yes, but only on a
temporary basis.
BOYS GIRLS TOTAL
% % %
16 12 14
47 51 49
37 37 37
You and College: Do you want a college education:
BOYS GIRLS TOT/
% % %
a. Yes, very much. 51 52 51
b. I'd like one, but I could
live without it. 17 18 17
c. No, I don't want one
at all. 6 7 6
d. I haven't made up my
mind one way or another. 26 23 26
21
Girls, Boys, and Opportunities: Do you think girls today
have educational and career opportunities equal to boys?
No.
No, but things are get-ting
better for girls.
Not quite, but almost.
Yes.
BOYS GIRLS TOTAL
% % %
8 13 10
29 25
36 33
27 29
Working for Men or Women: Which would you rather
work for — a man or a woman?
BOYS GIRLS TOTAL
A man.
A woman.
It would depend on the
person, not on the person'
sex. 88 69 79
A Woman President?: If your favorite political party
nominated a woman for President of the U.S., would you
support the choice without any sex bias?*
BOYS GIRLS TOTAL
% % %
a. Yes. 48 80 65
b. No. 52 20 35
Courses for Boys*: Do you think boy students should
take courses in school to learn such things as cooking,
sewing, taking care of babies, and handling other house-hold
duties?
a. Yes.
b. No.
c. No opinion.
Courses for Girls*: Do you think girl students should
take courses in school to learn such things as wood-working,
auto repair, and other skills associated with jobs
in the trades?
BOYS GIRLS TOT/
% % %
38 74 56
37 12 24
25 14 20
OYS GIRLS TOTAL
% % %
45 76 61
32 13 22
23 11 17
a. Yes.
b. No.
c. No opinion.
*On June 18, 1974, the U.S. Department of Health, Education,
and Welfare proposed that several new regulations be written into
Title IX of the Education Act Amendments of 1972 to end sex dis-crimination
in education. Among proposals were banning of such
practices as making home economics classes available only to girls
and shop classes only to boys. (Scholastic's Advertising Division
researchers report that the percentage of boys in home economics
classes is increasing rapidly. In the 1967-68 school year, boys
made up only 2.5 percent of the 6,072,000 students enrolled in
home economics; in 1973-74, they made up 15 percent of the
7,500,000 students enrolled. At the same time, many school sys-tems
are allowing girls to take such courses as shop and automo-bile
repair.
You and the Future: In regard to your own future, whi
of the following statements best fits you?
BOYS
It's up to me. It's in my
power to make the future
what I want it to be if I try
hard enough.
I really don't have control
over my future. If I'm lucky
and the breaks come right,
things will be fine. Other-wise,
I'll just have to take
what comes.
81
19
GIRLS
%
79
TOTAl
%
20
Future Worries: Which of the following most concer
you about the future? (Check only one)
BOYS
a. The kind of job or career
I can train for and get.
b. Whether there are hard
times ahead and whether
this will affect my chances
of getting the education
and career I want.
c. Whether I'll really
achieve what I want to
achieve.
D. I don't really worry
about any of these.
35
24
28
13
GIRLS
%
30
TOTAl
33
28
32
10
26
30
Money, Money, Money: The following quotations are
about money. Which one comes closest to your own viev
BOYS GIRLS TOTAL
% % %
"A heavy purse makes a
light heart." (English
proverb) 10 7 8
"Money brings honor,
friends, conquest, and
realms." (John Milton,
English poet) 11 5 8
"The love of money is
the root of all evil."
(New Testament) 26 30 28
"Lack of money is the
root of all evil." (credited
to both G.B. Shaw, Irish
writer and U.S. author
Mark Twain) 12 6 9
"I've been broke but
I've never been poor . . .
being poor is a frame of
mind." (Mike Todd, U.S.
film producer) 41 52 47
Text and art reprinted by permission,
Scholastic Magazines, Inc.
22
items
975 SUMMER CONFERENCE
Wilmington will be the site for two conferences
Donsored by the State education agency in July,
entral office staff from the 149 school units will
leet July 16-19. The State-wide conference for princi-als
will be held from July 20-23. Headquarters for
oth conferences will be the Wilmington Hilton.
ECORD ENROLLMENT IN MIGRANT
DUCATION PROGRAM
pproximately 5,000 children are presently enrolled in
orth Carolina's migrant education projects through-ut
the state. Enrollment in 1973-74 barely topped
100. These children of migratory agricultural work-
's are attending public schools which conduct spe-al
projects to help close educational gaps caused
rgely by mobility and poverty. The projects during
le regular school year include, primarily, extra tu-ning
in academic areas of deficiency, mainly read-g
and mathematics. The children are eligible for all
:her services in the school program.
D WORKSHOPS AVAILABLE
Workshops designed to bring teachers up to date
n the medical and social aspects of the veneral
isease crisis are being offered by the Venereal
isease Control and Health Education Branches of the
ivision of Health Services, in cooperation with the
ealth, Safety, and Physical Education Division of
le Department of Public Instruction.
These workshops consist of Video Tapes produced
/ WUNC-TV, along with discussion sessions and
smonstrations of available films and classroom
taterial. Workshops are free and books on venereal
isease can be supplied to appropriate teachers with-ut
charge. The VD workshops can be combined with
rug education, dental health, or other health related
'eas.
Those interested in the workshops should have their
jperintendents contact: Myron Arnold, Public Health
dvisor, Venereal Disease Control Branch, Division
f Health Services, P. O. Box 2091, Raleigh, North
arolina 27602 (Phone (919) 829-3039).
VIDEO TAPING THE PRESIDENT
When students from Richmond Senior High School
in Richmond County go to a golf tournament, they
don't bring their golf bags and clubs. Instead, they
bring along television cameras, video tape recorders,
cable, microphones, audio mixers, and television
monitors.
Last September, students in the high school's televi-sion
production class got permission to video tape the
World Golf Hall of Fame ceremonies in Pinehurst,
North Carolina, where President Gerald Ford was the
guest speaker. The students were the only group to
video tape the entire event and provided a closed
circuit broadcast of the Hall of Fame banquet for news
reporters.
Since that time, President Ford has asked for a copy
of the video tapes to be placed in the National
Archives in Washington, D. C. Letters of praise and
commendation from persons associated with the event
have been received by the school about the job per-formed
by the student TV crew, said Ben Jones, faculty
adviser of the project.
REPORT ON NON-PUBLIC SCHOOLS RELEASED
Some 54,000 Tarheel children are currently enrolled
in the State's approximately 270 non-public schools,
according to a report recently released by the Depart-ment
of Public Instruction. Approximately 5,000 of
these children are kindergarteners.
Compared to last year's enrollment of 53,489, there
has been a slight increase in non-public school attend-ance
during the 1974-75 school year. That increase
is not significant, however, when compared to last
year's increase of over 2,000 new enrollees in non-public
schools. Over the past three years, the total en-rollment
in non-public schools has increased from
49,686 in 1971-72; however, it still represents only
about four per cent of the total student population in
North Carolina. Over 1.2 million students are enrolled
in public schools.
Seventy-five percent of the non-public school en-rollment
is concentrated in fifteen counties. Charlotte-
Mecklenburg leads the list with 8,010 non-public
school students. The other fourteen include: Winston-
Salem/Forsyth (6,426); Wake/Raleigh (4,631); Guil-ford/
Greensboro/High Point (3,319); Durham/Dur-ham
City (2,071); Nash/Rocky Mount (1,900); Bun-combe/
Asheville (1,929); Wayne/Goldsboro (1,646);
New Hanover/Wilmington (1,391); Lenoir/Kinston
(1,392); Cumberland/Fayetteville (1,415); Craven/
New Bern (1,177); Wilson/Wilson City (1,076);
Onslow/Jacksonville (833); and Halifax/Roanoke
Rapids City/Weldon City (1,038).
23
North Carolina Studv Series
The first film of the North Carolina Studies seri
fourth grade social studies teachers is available
purchase by local school units. A 15-minute, 16n
film on North Carolina folk traditions, titled "Ha
Me Downs," focuses on oral traditions, such as gh(
story telling, singing songs, telling nursery rhymes a
old adages, and manual traditions such as quiltir
furniture making, wood carving, and pottery makir
Two sound/filmstrips, one titled "Pottery Makin
featuring the late A. R. Cole of Sanford and his fa
ily, and the other titled "Collections" featuring hi
torian Amos "Doc" Abrams of Raleigh, are also ava
able.
The series is being produced by the Department
Public Instruction's Division of Educational Medi
conjunction with the Division of Social Studies. Fc
more films are currently in production including filr
on manufacturing, service industries, farming
recreational and cultural opportunities. Other su
jects in the series will cover urbanization and oth
changes, local government, state government, n(
for government, technical skills and educati
changing living patterns, ethnic backgrounds, coi;
municating with the outside world, and geograpl
setting.
Since the cost of the series is being underwritt
by the DPI, local units will only be charged the cc
of duplicating the films and filmstrips. Persons
terested in purchasing any of the materials shou
fill out the coupon below. The coupon does not co
stitute an order. It will be used to calculate the fir
cost of prints. Specific information about the pri
and purchasing procedures will be sent at a later da
DIVISION OF EDUCATIONAL MEDIA
N. C. Dept. of Public Instruction
Raleigh, N.C. 27611
We would be interested in purchasing the following prints
for use in our system:
Copies of HAND-ME-DOWNS, 16mm film
Copies of COLLECTIONS, 35mm filmstrip
Copies of POTTERY MAKING, 35mm filmstrip
NAME:
TITLE:
SCHOOL SYSTEM:
ADDRESS:
TELEPHONE:
L - -
STATE LIBRARY OF NORTH CAROLINA
3 3091 00748 2847